RELATIONSHIP BETWEEN ADMINISTRATORS’ AND TEACHERS’

KNOWLEDGE AND ATTITUDE TOWARD STUDENTS’

NATIONAL ACHIEVEMENT TEST PERFORMANCE

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A Dissertation
Presented to the
Faculty of the Graduate School
Philippine College of Health and Sciences, Inc.
Manila

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In partial Fulfillment
of the Requirements for the Degree
DOCTOR OF EDUCATION
Major in Educational Management

________________

by

GERRY C. CATCHILLAR
March 2009
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ABSTRACT

Title: RELATIONSHIP BETWEEN ADMINISTRATORS’ AND

TEACHERS’ KNOWLEDGE AND ATTITUDE TOWARD
STUDENTS’ NATIONAL ACHIEVEMENT TEST
PERFORMANCE

Researcher: GERRY C. CATCHILLAR

Adviser: FORTUNATO C. GABON JR, Ed. D.

Institution: Philippine College of Health Sciences, Inc.

Degree: Doctor of Education

Summary

Statement of the Problem

The purpose of this study is to determine the relationship of teachers’

and administrators’ knowledge and attitudes toward the level of student

performance in the 2008 National Achievement Test (NAT).

Specifically, this study tried to answer the following questions:

1. To what extent do these administrators and teachers possess the

following:

1.1. knowledge towards NAT

1.2. attitudes toward NAT

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2. What is the level of student performance in the 2008 NAT?

3. Is there a significant difference between the administrators’ and

teachers’ knowledge and attitudes towards NAT?

4. Is there a significant relationship between student performance and

the administrators’ and teachers’ knowledge and attitude towards

NAT?

Hypotheses

1. There is no significant difference between administrators’ and

teachers’ knowledge on National Achievement Test (NAT).

2. There is no significant relationship between the student performance

and the administrators’ and teachers’ knowledge and attitudes towards

NAT.

Findings

1. Knowledge and Attitude Towards NAT

1.1 . The seventeen items designed to assess attitude toward NAT,

there were fifteen items for administrators that were rated strongly

agree (with an average weighted mean of 4.66) whereas all items

for teachers were rated agree (with an average weighted mean of

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4.24), hence, it maybe inferred from this data that it seems the

administrators have more positive outlook towards NAT than

teachers.

1.2. The data revealed that the administrators demonstrated a higher

level of knowledge towards NAT based on the weighted average

mean of 4.86 compared to teachers with an average weighted mean

of 4.20; hence, it maybe inferred from these findings that the

administrators are more knowledgeable than teachers.

2. Based on the MPS obtained by the eight public secondary schools in

the 2008 NAT at the Division of Parañaque City, there was one

considered as high performing, three average and four low performing

schools.

3. When the attitudes of the administrators and teachers towards NAT

were compared, the computed t-value of the two groups of

respondents yielded t (tc) = 6.1404 which is higher than the tabular

value (tv) of 2.365 with 7 degrees of freedom at .05 level of

significance. Hence, there is a significant difference between the

perception of administrators and teachers as regards their attitudes

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towards NAT. It implied that the two groups of respondents differ

from their views and opinions probably because of their exposure to

different learning situations and perhaps their responsibilities.

4. There is a high positive correlation between the level of performance

of students in NAT and The administrators’ and teachers’ knowledge

and attitudes towards NAT as shown in Table as indicated by the

computed r’s equal to 0.54, and 0.51, respectively. The statistical

tests of the significance of the correlation coefficients of 0.54, and

0.51, respectively yielded t-values of 10.95 and 7.98. . Comparing

these computed values of t with the following tabular values of t equal

to 2.576 at the .05 level of significance with 2 degrees of freedom

supports the rejection of the null hypotheses.

Conclusions

Based on the foregoing findings, the following conclusions are hereby

presented:

1. The administrators are more knowledgeable and more positive in

attitude towards NAT than the teachers.

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2. There is a significant difference between administrators’ and teachers’

knowledge on National Achievement Test (NAT).

3. There is a significant relationship between the student performance

and the administrators’ and teachers’ knowledge and attitudes towards

NAT.

Recommendations:

In the light of the findings and conclusions, the following are highly

recommended:

1. Conferences and fora about NAT should be conducted in order to

enhance the knowledge and attitude of all DepEd officials especially

the implementers.

2. School officials should exert more effort in order to raise their

students’ performance level in the NAT.

3. Further research is necessary to determine if there is a link between

administrators’ and teachers’ knowledge and attitude to student

performance. It should also be determined if administrator, or for that

matter, teacher attitude drives student performance, or is a result of

student performance.
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Implications go beyond the NAT. Similar relationships, if they exist,

could impact other standardized tests. If one of our primary tasks as

educators is to prepare students to maximize their talents, then we are

obliged to do that in the most effective and efficient way possible. If there

are as yet undetermined relationships between knowledge and attitude

possessed by teachers and administrators and student performance, we

should seek to discover them.

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TABLE OF CONTENTS

Title Page …………………………………………………… i

Approval Sheet …………………………………………………… ii

Acknowledgement ………....……………………..……..……….. iii

Abstract . . . . . ……………………………….…….……………. v

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv

List of Figures . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

Chapter

I. THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………….………………. 1

Theoretical Framework ……………….………….……….. 6

Conceptual Framework …………………………………… 8

Statement of the Problem …………………….…………… 10

Hypotheses ………………..…………………….………… 11

Significance of the Study …………………..…….……….. 11

Scope and Delimitation ………………….……….……….. 12

Definition of Terms …………………………….…………. 13

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II. REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature ………………………………...……….. 16

Local Literature ……………………………………………. 35

Foreign Studies ……………………………………………. 36

Local Studies ……………………………………………..... 41

Synthesis …………………………………………………… 46

III. DESIGN AND METHODOLOGY

Research Design ………………………...…………………. 48

Locale and Population ……………………..………………. 49

Research Instrument ……………………………………….. 51

Data Gathering Procedures ………………………………… 52

Statistical Treatment ……………………..…..…………….. 53

IV. RESULTS AND DISCUSSION

Results and Discussion ……………………..……………… 58

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary ……………..……………………………………. 67

Conclusions ……………………………………..…………. 70

Recommendations ……………..………………………….. 71
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BIBLIOGRAPHY ......................................................................... 73

APPENDICES

A. Research Instrument ……………………………………. 76

B. Letter to the Schools Division Superintendent …………. 82

C. Endorsement Letter to the Principals …………………… 83

CURRICULUM VITAE …………………………………………… 84

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LIST OF TABLES

TABLE PAGE

1. Attitudes of the Administrators and Teachers towards NAT 59

2. Knowledge of the Administrators and Teachers

Towards NAT 60

3. Mean Percentage Scores of Students in the National

Achievement Test by School 61

4. t-Test Distribution on The Attitudes of the Administrators

and Teachers towards NAT 63

5. t-Test Distribution on Administrators’ and Teachers’

Knowledge towards NAT 64

6. Results of the Statistical Tests on Significant Relationships 65

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LIST OF FIGURES

FIGURES PAGE

1. Conceptual Paradigm 9