CAWAYAN NATIONAL HIGH SCHOOL TEACHERS’ NEEDS ASSESSMENT:

TOOL FOR THE FORMULATION OF 3-YEAR MATRIX FOR

IN-SERVICE TRAINING AND GENDER AND DEVELOPMENT PROGRAM

AN ACTION RESEARCH PROPOSAL

VICTOR M. ARAGON
Master Teacher I
Cawayan National High School
 INTRODUCTION AND RATIONALE

Training and Development (T&D) as defined in the DepEd. Order no. 32. s. 2011,

otherwise known as the “Policy Guidelines on Training and Development Programs and

Activities” is the process by which an organization or institution provides professional

development activities to enhance individuals with knowledge, skills and attitudes to enable

them to perform their functions effectively. In accordance to this, educational institutions, which

includes schools through its school head are mandated by the aforementioned DepEd order to

integrate the Schools Improvement Plan (SIP) in the School Plan for Professional Development

(SPPD). The word PLAN itself shall involve an organized process of competence/needs

assessment, planning, designing, resource development and the actual delivery of the

programs. Such programs may include activities like training, seminar-workshop, conferences,

scholarship and job-embedded learning opportunities with a goal of achieving the Department of

Education’s vision and mission through its front-liners, the teachers.

In line with training and development, schools are bounded with the annual program

released by the central office to synchronized flow of activities nationwide. This annual program

also known as the “School Calendar” cascade through a series of DepEd Orders released

yearly prior to the start of the each school year. It serves as a reference guide to administrators

and teachers in the desired contact time with the students through the teaching and learning

process for the whole school year. In value of professional growth which would be manifested in

the efficiency in work, the school calendar also includes a five (5) day in-service training for

teachers and its staff which is scheduled during the students semestral break. In-Service

Training aims to development teachers’ skills and technical know-how in addressing issues and

concerns either in relation to personal development, teaching pedagogies, student performance,

parent and community relationship and approaches to lessen the gap between gender

differences in workplace or the Gender and Development concerns.

 The top concerns for a school system are getting the right people to become a teacher,

developing them into efficient instructors and ensuring the delivery of the best possible

instruction to every leaner1. These concerns are in accordance to a research by Sanders and

River in 1996 which founded that, on an average, two students with average performance (50th

percentile) will diverge by more than 50 percentile points over a three year-period depending on

the teacher they were assigned. Teacher is a great factor in the learning-teaching process,

molding teachers in accordance to their needs would aid in ensuring that quality service is given

to the every learner.

This action research intends to utilize Teacher Self -Needs Assessment as teachers in

many cases are in need of specific feedback - which will provide them insights on where, what

and how to improve their own abilities in order to function with effectiveness. These are needed

because teachers have a number of misconceptions that they pass on to students. According to

Howard Gardner, it is common for adults to have a large number of misconceptions in subjects

apart from their own specialization. Teachers, like other adults, would be unaware of their own

misconceptions. Inappropriate teaching methods lead to more misconceptions. Halim and

Meerah (2002) suggest that being aware of misconceptions alone does not guarantee that

teachers will consider or use that awareness in their teaching. Certain learnable pedagogical

practices also add to the problem - When a child gives the wrong answer to a question asked in

class, teachers often express unhappiness or anger at the wrong answer, sometimes non-

verbally, or ask the child harshly to ‘sit down’. However, focusing on the wrong answer and

helping students to realize why it is wrong, may be a far more effective strategy which can be

learnt. Certain teacher attitudes also influence teacher effectiveness. For example, a teacher

may believe that different students have different abilities to learn, based on gender or other

socio-economic or cultural divides. This in turn affects the time they invest in students to mentor

1
How the World’s Best Performing School Systems Come Out on Top, McKinsey & Company, September 2007
and guide them to better learning2. These are among the concerns of teachers in an institution

that arise concerns to be identified and addressed accordingly.

Institutional issues and concerns may be addressed by providing appropriate training

and learning environment among its teachers and staff. This action research intends to identify

the needs of teachers compressively based from their perspective and used that information to

develop a cascaded In-Service Training and Gender and Development Program Matrix for the

next three (3) years. By doing such, this would lessen the preparation and planning time for an

annual event, and also give the administrator an overview of the extent of the activity as it is

planned in accordance to the needs of its teachers and delivered in portions for the next three

years. This portioning of information would also be vital to maximize learning as it would not be

given all at once, to avoid information overload. This would give time for teachers aside from

their actual workload to process and apply information. Hence, this will lead to address the

identified needs by providing appropriate interventions trough In-Service Training and Gender

and Development activities. Aside from this, such matrix, when utilized, would also give value to

assigned resources as In-Service Training and Gender and Development program involves

time, efforts and finances which ensures that said program would be a solution in decreasing

the gap for the betterment of the services provided.

2
http://www.ei-india.com/wp-content/uploads/2012/07/Teacher-Needs-Assessment-Issue-8.pdf
 LITERATURE REVIEW

Teacher Needs Assessments offer tremendous scope and direction to enhance teaching

quality. The policy makers and school administrators are often at a loss in taking specific data-

driven decisions in the absence of authentic and scientifically collected data on the learning and

teaching gaps existing among the teachers. Well-designed and carried out assessments provide

granular data. Teacher assessments provide evidence on the extent to which a teacher

misconception could be prevalent among the teacher population and hence are a minefield for

identification of training needs. Assessing teacher’s needs capacitate teachers to be built in a

targeted manner through a series of subject specific workshops that provide deeper conceptual

understanding and improved pedagogical practices. (Educational Initiative of the Indian

Government)

Assessment and evaluation are both procedures integral to educational processes, each

with a slightly different focus. Assessment, often based on an established set of criteria,

monitors performance in order to document teacher strengths and areas for improvement.

Evaluation, on the other hand is commonly based on prescriptive standards and judges the

quality of performance. Both procedures may also serve additional purposes—for selection,

placement, job continuation, and so forth. The paper focuses on assessment as a monitoring

procedure intended to further teacher development, recognizing learning as an ongoing and

continuing process throughout one's career. Two aspects of assessment are discussed—

content and process—in addition to several related issues. Pedagogical rationale underlying the

assessment procedure is examined, followed by an illustrative model for language teacher

assessment, constructed from an extensive survey of assessment forms collected from

institutions in Australia, Europe, and the United States.3

This action research uses DepEd order no. 2 s. 2015 also known as the Guidelines on the

Establishment of the Result Based Performance Management System in the Department of

Education as framework for the domains for the Teacher Self-Assessment. As a directive of this

DepEd Order, there is a need to concretize linkages between organizational trust and the

performance management system. Organizational trust is defined as an employee's feeling of

confidence that the organization will perform actions that are beneficial, or at least not

detrimental, to him or her”4. This will ensure that the schools are preparing its teachers to skills

and competences that is expected of them to achieve which is deliver quality service to its

learners. Key Result Area (KRA) in the RPMS will be utilized as the domains for the Teachers

Need Assessment Self-Assessment Questionnaire. KRA are categories for output or outcome, a

mandate or function of the office or individual employee. Summarizing the duties and

responsibilities of the teacher as he/she teaches in one or more grades/levels using appropriate

and innovative teaching strategies, facilitates learning in the elementary/secondary schools

through functional lesson plans (for new teachers up to 3 years) Daily Log (for teachers

teaching 4 years and above) of activities and appropriate, adequate and updated instructional

materials; monitors and evaluates pupils/students’ progress; undertakes activities to improve

performance indicators; maintains updated pupils/student’s progress regularly; supervises

curricular and co-curricular projects and activities; maintains updated pupil/student’s school

records is used as the framework for the self-assessment questionnaire. Other expected tasked

for the teachers are as follow: counsels and guides pupils/students; supports activities of

3
Alvino E. Fantini, Teacher Assessment and
Evaluation<http://onlinelibrary.wiley.com/doi/10.1002/9781118784235.eelt0652/abstract?userIsAuthenticated=false
&deniedAccessCustomisedMessage=>, 18 JAN 2018

4
http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1799&context=etd, accessed 05 March 2018
governmental and non-governmental organizations; conducts Action Plan; maintains Daily

Routine (classroom cleanliness, classroom management, overall physical classroom

atmosphere and maintains harmonious relationship with fellow teachers and other school

personnel as well as with parents and other stakeholders.5

Using the domains of the self-assessment of the teachers will serve as content of the In-

Service Training and Gender and Development Programs of the school. A training matrix

contains lists that courses that each employee has taken will provide written proof that

employees have received. There are other reasons to have a training matrix, and

companies or institutions such as schools should have meetings to discuss what they

want their training matrices to record. This action research intends to utilized the

teachers’ perspective on their concerns that needs to be addressed. Such matrix could

be used as an aid in the conduct of an annual In-Service Training that is data driven and

address the actual need of the teachers in a specific school. As per definition, In–Service

training program is a frequently organized activity to orient new comers or to orient the old ones.

They are scheduled in such a way that after a national or regional program for a definite area or

objective has been held participants in said programs could echo. The seminars are conducted

in the different divisions and later in the schools within. The organizers of the programs vary

from year to year and are tailored to the needs of the teachers as well as the school system.

The purpose of which is to promote the continuous improvement of the total professional staff of

the school system; to eliminate deficiencies in the background preparation of teachers and other

professional teachers in education; to keep the professional abreast of new knowledge; to

release creative activities and to give the much needed support to the teachers who are

entering a responsibility or a new field of work especially the new teachers.6

5
Teachers Roles and Responsibilities <https://www.teacherph.com/ipcrfs-teacher/> (March 5, 2018)
6
Maricel Fontaron, In-Service Training < http://www.centralluzon.com/content/view/202/9/> (March 5, 2018)
 Another annual event on which this action research will be anchored upon is the

conduct of Gender and Development Programs. In line with the Republic Act 7192 or the

Women in Development and Nation Building Act which insures the role of Women in an

institution in different government departments, including its agencies such as school as

instrumentalities, which, directly or indirectly, affect the participation of women in national

development. Identification of the need and status of women at work will entail that the provision

of appropriate programs as mandated by this act. Including an assessment of the extent to

which their programs and/or projects integrate women in the development process and of the

impact of said programs or projects on women, will enhance self-reliance of women in improving

their income and performance at work. This will also ensure the active participation of women

and women’s organizations in the development programs and/or projects including their

involvement in the planning, design, implementation, management, monitoring and evaluation

thereof. Aside from that, this will also collect sex-disaggregated data and include such data in its

program/project paper, proposal or strategy, ensuring that programs and/or projects are

designed so that the percentage of women who receive assistance is approximately

proportionate to either their traditional participation in the targeted activities or their proportion of

the population. This wound guarantee the removal of the obstacle in achieving the goal, that

steps being taken to overcome those obstacles are aligned with the technical needs of the

teachers. The extent that steps are not being taken to overcome those obstacles, why they are

not being taken should also be addressed and identified eventually. This will to assisting women

in activities that are of critical significance to their self-reliance and development.7

7
Gender and Development: Legal Basis file:///C:/Users/USER/Desktop/action%20research%202018%20-
%202019/Legal%20Basis%20_%20Gender%20and%20Development.html> (March 6, 2018)
 ACTION RESEARCH QUESTIONS

This action research aims to answer the following questions:

1. What is the profile of the teachers in Cawayan National High School in terms

of:

a. Gender

b. Age

c. Academics Achievement

d. Plantilia Position

2. What is the level of self-assessment of the teachers in Cawayan National

High School in terms of:

a. Teaching and Learning Process

b. Professional Development

c. Curriculum Implementation

d. Community and Stakeholder

e. Plus Factor

3. What domains of the self-assessment made by the teachers fall of the bottom

half in the ranking of average rating?

4. What program, projects and activity matrix is needed to address the bottom

half of the ranking of the domains for the self-assessment made of the

teachers of Cawayan National High School?

5. What is the validity of the three-year matrix in line with the identified domains

and the proposed program, project and activity matrix?

 PROPOSED INNOVATION, INTERVENTION AND STRATEGY

This action research entitled “CAWAYAN NATIONAL HIGH SCHOOL TEACHER’S

NEEDS ASSESSMENT: TOOL FOR THE FORMULATION OF 3-YEAR MATRIX FOR IN-

SERVICE TRAINING AND GENDER AND DEVELOPMENT” will serve as an innovative guide

in planning a three (3) year program for In-Service Training and Gender and Development

Activity in the aforementioned school. The formulated matrix will be based upon the result of the

Teachers Needs Assessment as part of the data gathering, aligning appropriate intervention

and strategies through conduct of trainings and programs for the next three years. The matrix

will serve as a guide for topical identification and appropriate trainings to address such identified

needs. The Matrix upon its implementation will cover School Year 2018 – 2019 up to 2020 –

2021. This will lessen the time of preparation for In-Service Training and Gender and

Development and would give justice to the resources allotted in such activities as this directly

address issues and concerns to the delivery of quality teaching and learning process.

ACTION RESEARCH METHOD

PARTICIPANTS AND OTHER SOURCES OF DATA AND INFORMATION:

The participants for this action research are twenty eight (28) teachers comprising Junior

and Senior High School of Cawayan National High School. The data that will be obtained from

the participants through a researcher-made questionnaire will be validated by experts (school

head, teacher head and master teachers) of different schools.

DATA GATHERING METHOD:

The data that will be used for the action research is through a researcher-made self-

assessment questionnaire on which the teacher will assess their personal position on the issues
given. The questionnaire will be validated before its admission. A qualitative analysis will be

used to average and rank the result for analysis.

DATA ANALYSIS PLAN

The data will be analyzed in the following manner:

1. Validation of researcher-made questionnaire by the school heads, head

teachers and master teachers.

2. The questionnaire will be administered to the teachers of Cawayan National

High School.

3. The results will be averaged and rank on which the bottom 7 will be used as

the as reference in formulating the 3-year matrix for the In-Service Training

and Gender and Development Program of Cawayan National High School.

4. The matrix will be validated in relation to its relevance to the issues identified

in the self-assessment done by the teachers.

5. The Matrix upon its approval will be implemented for SY 2018-2019, 2019-

2020 and 2020-2021

 ACTION RESEARCH WORK PLAN AND TIMELINE

Timeline
Work Plan May June July August September October
Approval of Action Research
Formulation and Validation of
Researcher Made Self-
assessment Questionnaire
Administration of
Questionnaire to Teacher
Respondents
Analysis of results of the self-
assessment questionnaire
Formulation of the 3-Year
Matrix Plan for In-Service
Training and Gender and
Development Program based
on the result of the self-
assessment questionnaire
Validation of the 3-Year
Matrix Plan for In-Service
Training and Gender and
Development Program
Finalization of action
research and presentation of
output
 COST ESTIMATE

Quantity Description Amount

10 reams Bond paper (200/ream) Php 2,000.00
3 sets Epson ink (Black, Magenta, Yellow, Cyan) Php 2,940.00
980/set
1 set Tarpaulin (for research summit) Php. 1,000.00
20 pcs Token and Snack for validators (150/pc) Php. 3,000.00
28 pcs Token and Snack for respondents (150/pc) Php. 4,200.00
Transportation allowance for validation of Php 2,000.00
questionnaire
Transportation allowance for validation of 3-year Php. 2,000.00
matrix plan for In-Service Training and Gender
and Development Program
Binding of Final Paper for division critiquing, Php. 1,500.00
division summit and reginal summit
1 set Tarpaulin stand Php. 500.00
Registration fee Division Research Summit Php. 500.00
Registration fee Regional Summit Php. 4,500.00
100 pcs Flyers for the division and regional summit (5 Php. 500.00
pesos/ pc.)
Courier fee for MOA, liquidation and other Php. 1,000.00
pertinent document for action research
Final copy of the paper and cd Php. 500.00
TOTAL Php. 26,140.00
 PLANS FOR DISSEMINATION AND UTILIZATION

The result of this action research will be utilized in the following manners:

1. Use as bases for the formulation of a 3 years plan for SY 2018 – 2019, 2019 – 2020

and 2020 – 2021 of the In Service Training and Gender and Development Program.

2. Upon approval of the school head, use to formulate matrix for In Service Training

and Gender and Development Program for the next three years.

3. Evaluate the result of the training and addressing identified issues and concerns.
 Sample Researcher Made Questionnaire for Validation

Name: ________________________________________
Major Subject Area Taught: ________________________________
Highest Educational Attainment: _____________________________

Teachers Profile:
Please place a check on the appropriate space that corresponds your answer.

1. Sex _______ Male _______ Female

2. Age _______ 20 – 25 _______ 26 – 30
_______ 31 – 35 _______ 36 – 40
_______ 41 – 45 _______ 46 – 50
_______ 51 – 55 _______ 55 – 60
_______ 61 – 65
3. Academic Achievements:
_______ College Graduate _______ Masteral Units
_______ CARMA _______ Masteral Graduate
_______ Doctoral Units _______ Doctoral Graduate

4. Plantilia Position
_______ Volunteer/LSB/Substitute Teacher
_______ Teacher I
_______ Teacher II
_______ Teacher III
_______ Head Teacher
_______ Master Teacher

Self-Assessment:

Read the following statements below, rate yourself awareness/understanding in the given topics
according to the following rating scale:

5 – with high knowledge in the topic

4 – knowledgeable in the topic
3 – Knowledgeable but with little concerns
2 – familiar with the topic but not in details
1 – does not have any idea with the topic at all ‘
(if you answered 3 and below please give a brief description on why or what part you need additional help)
Self-
Topic Assessment Remarks
Rating
KRA 1: Teaching and Learning Process
1. Preparation of lesson plans with
appropriate objectives, activities and
instructional materials
2. Test construction, evaluation and
assessment
 3. Planning and formulating individual
and group activities;
4. Updating and maintaining School
Forms (SF)
5. Structuring and maintaining classroom
conducive to learning
KRA 2: Professional Development
1. Result Based Performance Rating
System
2. Promotions and STEP Increments
3. Contributions and Savings with other
government agencies
KRA 3: Curriculum Implementation
1. Learning Pedagogies
2. Curriculum Guides
3. Learning Resources Materials
4. Localized and Indigenized Learning
Materials
5. Multiple intelligences
6. Learning Styles
KRA 4: Community and Stakeholders
1. Role and Involvement of Community
and Stakeholders in Teaching and
Learning Process
2. School-Based Organization (PTA,
Teachers Club, etc.)
3. Duties and Responsibilities of
Teachers
4. School Base Capability Training
Program
KRA 5: Plus Factor
1. Conduct of Action Research

If there are other issues and concerns that are not mentioned in the table above kindly
write them in the space provided:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

REFERENCES

Dep.Ed. Order no. 22 s. 2011, Policy Guidelines on Training and Development Programs and
Activities

Teacher Assessment an Evaluation, accessed at

http://onlinelibrary.wiley.com/doi/10.1002/9781118784235.eelt0652/abstract?userIsAuthenticate
d=false&deniedAccessCustomisedMessage=, date accessed January 18, 2018

Teachers Needs Assessment, Issues 8, Educational Initiative Pvt. Ltd. May 2010

Gender and Development: Legal Basis

file:///C:/Users/USER/Desktop/action%20research%202018%20-
%202019/Legal%20Basis%20_%20Gender%20and%20Development.html> date accessed
March 6, 2018

Teachers Roles and Responsibilities <https://www.teacherph.com/ipcrfs-teacher/> date

accessed March 5, 2018

Maricel Fontaron, In-Service Training < http://www.centralluzon.com/content/view/202/9/> date

accessed March 5, 2018