Thesis Original

1
Chapter 1
THE PROBLEM
Introduction
Education is a basic and fundamental piece of human life. It is a protected right,
matter of self-intrigue and good standard for a student to get great quality instruction.
Education should be strengthened all through life in light of the fact that the country
relies upon it in every aspect of the society. It has positive effect on human life and the
level of instructive accomplishment causes people to gain regard and acknowledgment.
Instructors assume an important part in guaranteeing quality training conveyance.
They are best known for the part of instructing students in their care. The most well-
known part which instructors play in the classroom is to administer appropriate learning
to the students by following the educational programs. Instructors utilize different
strategies, for example, address, little gathering exercises and hands-on learning exercises
to administer information to the students. Instructors set the tone of their classrooms,
build warm condition, coach and nurture students, and progress toward becoming good
examples, tune in and search for indications of inconvenience and so forth. They are in
charge of advancing the mission and ethics of the schools through organized classroom
petition, cooperation in the ceremonial existence of the school, and displaying of fitting
guidelines of conduct.
Moreover, qualification refers to special skill that makes someone suitable to do a
particular job. Therefore, teachers’ qualification will determine how suitable he or she is
for the teaching job. The teacher’s abilities to teach include formal instruction, provide
varied teaching methods, and prepare and enhance student’s skills.
Therefore, viewing student achievement as evidence of learning, and linking
student learning to the effective or successful teacher is one way of defining quality
teaching. It is differs from that which identifies the quality teacher with the good teacher
– one who upholds the standards and norms of the profession.

2
Statement of the Problem
This study will be conducted to determine the relationship of educational qualifications to
teaching performance of Instructors in College department of Batangas Eastern Colleges.
Specifically, it seeks to answer the following:
1. What is the demographic profile of the respondents in terms of:
a. age?
b. gender?
c. educational qualification?
d. years in teaching?
e. employment status?
2. Are the Instructor’s different methods of teaching affects the level of their
teaching performance?
3. Is there a relationship between educational qualifications of the instructor in
college department and their teaching performance?
4. Based on the results, what activity/ies may be conducted by the School to further
enhance the teaching skills of the Instructors for continuous improvement of the
level of their teaching performance?

3
Conceptual Framework
The conceptual framework that will be used in the study is the Input – Process –
Output Model. In the IPO Model, a process is viewed as a series of boxes (processing
elements) connected by inputs and outputs. Information or material objects flow through
a series of tasks or activities based on a set of rules or decision points. What comes in is
the input, what causes the change is the process and what goes out is the output.
The IPO model provided the general structure and guide for the direction of the
study. Substituting the variables of this study on the IPO model, the researchers came up
with the following:
First, the researchers used the profile of the Instructors in college department of
Batangas Eastern Colleges including their age, gender, educational qualifications or
attainment, years of teaching and employment status.
Second, in the process they used survey questions and data analysis using
statistical techniques.
Third, is the output which will be the relationship of the educational qualifications
to the teaching performance of the Instructors in College Department of Batangas Eastern
Colleges.
4
Research Paradigm
Figure 1
The basic IPO Model
INPUT PROCESS OUTPUT
Profile of the Identifying the level

Instructors in College of teaching The relation of
Department: performance of the educational
Instructors in College qualifications to
 age teaching performance
Department through:
 gender of Instructors in
 educational  survey College department
qualification questions of Batangas Eastern
 years of  data analysis Colleges.
teaching using
 employment statistical
Status techniques
5
Hypothesis
This study dealt with the relationship of the educational qualifications to the
instructor’s teaching performance in the college department of Batangas Eastern
Colleges. For this reason, the researchers have formulated this hypothesis:
H1 : There is a relationship between the educational qualifications to teaching
performance of Instructors in college department of Batangas Eastern Colleges.
Ho : There is no relationship in the educational qualifications to teaching performance of
Instructors in college department of Batangas Eastern Colleges.
Scope and Limitations of the Study
This study focused mainly on the relationship of educational qualifications to the
teacher’s performance and how they became competent in providing students a higher
academic accomplishments and future successes.
The respondents of the study are limited only to the Instructors in College
department and the college students of Batangas Eastern Colleges.

6
Significance of the Study
This study provides significant information through the presentation of facts and
data that may be beneficial to the different college instructors and institution most
especially to Batangas Eastern Colleges, to the academe, the researchers and future
researchers.
To the Different Instructors in Batangas Eastern Colleges. The study will be
useful for them to know how will they deal with college students effectively and how will
they become aware to their teaching skills and abilities.
To the Different Institutions. This study will help them with recruitment
processes. This will help them measures the teaching performance that is not always
based in the educational qualifications of a teacher.
To the Academe. The study will serve as a basis for research and an instrument
for business students who will conduct a study regarding this topic and will make them
aware how the educational qualifications of the college instructors relate to their teaching
performance to students like them. Students may also gain additional knowledge to
broaden their perspective with regards to the topic.
To the Researchers. The study will help them bring up progress as far as they
can in their chosen field. This will later enhance and broaden their knowledge in terms of
conducting different researches. It will help them improve their thinking and clerical
ability and will provide them a better understanding about the topic.
To the Future Researchers. The study will serve as their reference for their
future study related to it. This will also provide them assistance and guidance on how a
research study is being properly conducted and developed accordingly.

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Definition of Terms
1. Education
Conceptual Definition: Education is the knowledge, skill, and understanding that
you get from attending a school, college or university.
Operational Definition: - It is a basic and fundamental piece of human life. It is
a protected right, matter of self-intrigue and good standard for a student to get
great quality instruction.
2. Instructor
Conceptual Definition: Instructor is a person who teaches a subject or skills or
someone who instructs people.
Operational Definition: They are best known for the part of instructing students
in their care.
3. Qualifications
Conceptual Definition: It is something that is necessary in order for you to do,
have, or be a part of something.
Operational Definition: Qualification is a special skill or type of experience or
knowledge that makes someone suitable to do a particular job or activity.

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Chapter II
RELATED LITERATURE AND STUDIES
This chapter presents the related literature and related studies in the position of
research providers’ foundation and background for analysis and interpretation of the
findings about the relationship of educational qualification to teaching performance of
instructors in college department of Batangas Eastern Colleges for the school year 2016-
2017.
Related Literature
This section gives a deeper understanding about the relationships between
educational qualifications of instructors in college department of Batangas Eastern
Colleges and their teaching performance. This will give some related literature in order to
understand the relationship between the two variables.
Educational institutions are organizations with its philosophy, vision, mission,
goals and objectives. Hence, it is not surprising that like any other organizations, it
constantly evaluate employee’s performance especially the teachers or college instructors
who are considered as the backbone of an educational institution. By evaluating the
teacher’s performance, the teacher’s strengths, and weaknesses together with their
teaching performance will be identified (Bacal, 1999).
However, it is stated in Principles and Recommendations for Population and
Housing Censuses that educational qualifications are degrees, diplomas, certificates,
professional titles and so forth that an individual has acquired whether by full-time study,
part-time study or private study, whether conferred in the home country or abroad, and
whether conferred by educational authorities, special examining bodies or professional
bodies. The acquisition of an educational qualification therefore implies the successful
completion of a course study or training program.

9
On the other hand, teacher’s qualifications is a particular skill or type of
experience or knowledge that someone possesses to make him or her suitable to teach.
Teacher’s qualifications could, therefore, mean all the skills a teacher is required to have
in order to teach effectively. One of those skills include formal education which refers to
the various academic degrees a teacher or instructor can possess to be qualified. These
are Bachelor’s, Master’s, and Doctorate degrees (Zuzovsky, 2009).
Bachelor’s Degree
It is usually four years in length and requires at least 120 hours completed at
accredited four-year institutions. Some bachelor’s programs take more or less time, but
these are usually professional degrees. Most bachelor’s degrees consist of Bachelor of
Science (B.S.) or Bachelor of Arts (B.A.), though there are others, such as Bachelor of
Fine Arts (B.F.A.). Few bachelor’s degrees are terminal, though most students do not
seek study beyond it.
Master’s Degree
It is an undertaken for several reason. Some earn a master’s degree before seeking
doctoral study. Professionals may pursue a terminal master’s degree. Others may study
for a master’s degree to be eligible for an increase in salary or promotion. Generally, a
master’s program is one to two years in length and thirty to sixty credit hours long. Many
universities and four-year colleges offer master’s programs, though they may only offer
one or two degrees. Most programs require the candidate to write a thesis for graduation.
Usually a graduate earns a Master of Science (M.S.) or Master of Arts (M.A.), but many
others are offered as well, such as Master of Public Administration (M.P.A.) or Master of
Social Work (M.S.W.).
Doctorate Degrees
A student does not need a master’s degree to be admitted into a doctoral program.
Most doctoral programs incorporate a master’s into the curriculum. A doctoral program
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can take four or more years to complete, and much of time is spent working on a
dissertation. Completion of the dissertation and dissertation review are required for
graduation. Most graduates earn a Doctor of Philosophy (Ph.D.), though some degrees
offer doctorates named for the field of study (such as a Doctor of Education, or Ed.D.)
(Cocke, 2018).
In addition to this, according to Zuzovsky (2009), findings related to teacher’s
academic degrees are in conclusive. Some researchers believed that higher degrees
showed positive correlation with their teaching performance assessed through the
student’s academic achievement (Goldhaber and Brewer, 2000).
Moreover, according to literature reviewed on the importance of education
qualification by Signh and Sudershan (2003), it shows that the relationship between
student’s performance that will determine the teaching performance of
teachers/instructors and their qualifications was investigated mainly in term of different
variables like teacher educational attainment and knowledge (level of qualification),
training (credential and certification), in service training and teaching experience.
However, Stewart (2013) said that teachers are important as “teachers are the
single biggest in school influence on student achievement” that will determine
teachers/instructor’s teaching performance. In addition to this, most of the researchers
focused on the importance of teachers towards student’s achievement and forget that a
teacher must meet some educational qualifications such as skills, knowledge and attitudes
which will lead to good teaching performances.
On the other hand, there are others (Darling-Hammond, et.al 2001), who believed
that higher degrees had an adverse correlation with their teaching performance and
student’s achievement. Teacher’s formal education is imperative and asserted that
teachers who have more trainings produce students to have better achievement and
provide higher level of teaching performance.

11
Related Studies
Teachers or instructors have been recognized as an indispensable human resource
in any educational institutions and, indeed, the single most important element in the
school system, more important than the quality of equipment and materials and the level
of financing.
There is a growing interest in the professional development of educators as the
demands, expectations, and requirements of teachers or instructor’s educational
qualification increasingly come under scrutiny (Louhran, 2014).
The study by Ogbonnaya (2009) suggested that if all teachers or instructors have a
degree and are specialized in their respective field of teaching and/or have a higher
degree of education, the student’s achievement would likely improve together with their
level of teaching performance.
However, the problem of lack of qualified teachers is eminent in many
educational institutions where teachers or instructors are neither academically nor
professionally qualified or both. It is stated that some teachers of financial accounting
may have adequate education in Accounting but have not attended a training school to be
professionally trained (Adentwi, 2005).
Harris and Sass (2006) confirmed that effective teachers/instructors are best
identified by their performance not by their background or experiences. Despite common
perceptions, effective instructors cannot reliably be identified based on where they went
to school, whether they are registered or how long they taught. Quality teachers are
considered to be those who bring about student learning.
Moreover, there are findings related to teacher’s academic degrees or educational
qualification are in conclusive. Some studies showed positive effects of advanced degrees
(Wayne & Youngs, 2003), while others showed negative effects and some argue that the
12
requirement of a second degree raises the cost in terms of teacher education and the time
it involves and may prevent quality candidates from choosing this profession.
On the other hand, there are related studies which state that years of experience of
teachers or instructors can determine the level of their teaching performance rather than
identifying their educational qualification. Studies on the effect of teacher experience on
student learning have found a positive relationship between teacher effectiveness and
their years of experience. The currently available evidence suggests that while
inexperienced teachers or instructors are less effective or having poor teaching
performance than more senior teachers or instructors, the benefits of experience appear to
level off after a few years (Rivkin, et.al, 2000).
Lastly, the relationship between teacher experience and student achievement is
difficult to interpret unless the teaching performance are measured since this variable is
highly affected by market conditions or demands. Harris and Sass (2007) point to
selection bias that can affect the validity of drawing conclusions about the effect of
teacher’s years of experience. If less effective teachers or instructors are more likely to
leave the professions, this may give the mistaken appearance that experience raises
teacher effectiveness. Selection bias could, however, also work in opposite way as more
able teachers with better opportunities to earn may be more likely to leave the profession.
Synthesis
The cited literatures are significant to this study. The literatures contain
information and discussion about the relationship of educational qualifications to
teaching performance of instructors in College department of Batangas Eastern Colleges.
Educational institutions and its human resource department should know the teachers’ or
instructors’ level of teaching performance for a proper evaluation. It will also help them
to have basis when recruiting teachers or instructors. These literatures make this study as
an instrument in helping those who are involved in this field of study to realize that
13
educational qualifications must be the basis of determining what kind of performances
they might give for the institution.
The discussion of every research literature about educational qualifications of
instructors and their teaching performances are similar to the discussion of the study of
the researcher. Knowing the relationship between the educational qualifications of
instructors to their teaching performance will be a great help for everyone so that they
will be aware on how those two variables affect each other. In this light, it does not mean
that when teachers or instructors attained a higher education they are most likely to be
hired in any institutions, because there are some considerations to be considered in hiring
an educators.
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Chapter 3
METHODOLOGY
The chapter discusses the methods and procedures used by the researchers in
obtaining results. This also presents the research design, subject of the study, sampling
design and technique, research instrumentation, the construction, administration and
validation of the questionnaire is also presented together with the scoring of responses,
data gathering procedure and statistical treatment of data. It shows the coverage and
processes on how the researchers will be conducting their study.
Research Design
The researchers used the quantitative method of research because it provides the
fundamental connection between empirical observation and mathematical expression of
quantitative relationships. Quantitative data is any data that is in numerical form such as
statistics, percentages, etc. The researchers analyzed the data with the help of statistics
and hoped that the number will yield an unbiased result that can be generalized to some
larger population. With regards to the research design, the researchers chose the
descriptive research for they believe that it is the most appropriate and suitable type of
analysis for the study.
Subjects of the Study
The subject of the study were the 35 college instructors and 300 college students
of Batangas Eastern Colleges. The study focused from year 2016 to 2017. The college
student were segmented by their department, 150 respondents for the college of
Education and 150 respondents for the college of Business.
A sampling process was used. A quota sampling was administered selecting few
from a population to become a basis for estimating and predicting the relationship of
educational qualification of college instructors of Batangas Eastern Colleges to their
teaching performance. They were selected to know if there is a relationship between the
instructors’ educational qualifications to its teaching performance. They were all given
15
the chance to answer the prepared and distributed questionnaire and provided the needed
data for the study.
Research Instrumentation
The researchers prepared survey questionnaires as the main instrument in
gathering the needed data in the study. It contains questions for the respondents to obtain
the data needed in knowing the relationship of educational qualification to teaching
performance of instructors in College department of Batangas Eastern Colleges.
The questions and responses of the College instructors and college students were
analyzed according to the statement of the problem to come up with a good result.
Construction of Questionnaire
The researchers constructed two sets of questionnaire for their respondents. Both
were divided into three parts wherein its first part was about the demographic profile of
each respondents. For instructors, the second part of their questionnaire was about the
different situation that they should consider when teaching, while in the last part, they
will choose some activities or programs to further enhance their teaching performance.
On the other hand, the second and last part of questionnaire for the 4th year college
students were their opinions regarding the several factors that will determine the teaching
performance of college instructors in the relation to their educational qualification.
After a systematic analysis, the researchers conceptualized the first draft of
questionnaires and presented it to their adviser and statistician for some comments and
suggestions. The comments and suggestion were considered and reflected on the second
draft until the final draft of questionnaire was concluded.
Administration of Questionnaire
A final copy was structured upon the adviser’s approval. A letter of request was
submitted to the Assistant Dean in the College of Business and Education and to the
16
HRD Officer. The approved proposals were presented to college instructors and 4th year
college students of Batangas Eastern Colleges. The survey questionnaires were
administered to the said respondents.
Validation of Questionnaire
The researchers considered the remarks, comments and suggestions in framing the
new drafts. The copies were forwarded to the research adviser. Revisions were done until
the final set of questions were constructed and approved by the Assistant Dean in the
College of Business.
Scoring responses
The data were interpreted in terms of the criteria based on the following:
Scale Interpretation
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
Data Gathering Procedure
With the approval and permission given, the researchers distributed the
questionnaires to the respondents. The researchers introduced themselves to selected
respondents and informed them about the purpose of the questionnaire and they must
give their full cooperation.
After the questionnaire were retrieved, the results were tallied, tabulated and
analyzed by the statistician. The responses were interpreted accordingly through the use
of statistical methods such as percentage analysis and weighted mean.

17
Statistical Treatment of Data
The data gathered through the questionnaire were classified, tallied, analyzed and
interpreted using the following statistical tools.
Frequency. This was used to determine the population of the respondents
indicating different responses in each item.
Weighted Mean. This was used to determine and interpret the respondents’
assessment. It was interpreted in terms of criteria based on the scales and their
corresponding verbal descriptions.
Composite Mean. This was used to determine and interpret the average score of
the respondents’ assessment. It was interpreted in terms of criteria based on the scales
and their corresponding verbal descriptions.
Pearson Correlation Coefficient Formula. It is often referred to as the Pearson
R test, is a statistical formula that measures that strength between variables and
relationships. To determine how strong the relationship is between two variables, which
can range between -1.00 and 1.00.

18
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION
This chapter gives the presentation, analysis and interpretation of the data in view
of identifying the relationship of educational qualification to teaching performance of
instructors in College Department of Batangas Eastern Colleges for the school year 2016-
2017.
Scoring of the Responses. The data were interpreted in terms of criteria based on the
following scale:
Option Range Verbal Interpretation

4 3.26 – 4.00 Strongly Agree
3 2.51 – 3.25 Agree
2 1.76 – 2.50 Disagree
1 1.00 – 1.75 Strongly Disagree
I. Demographic Profile of the Instructors in terms of:
1. Age
Age Range No. of Respondents Frequency Ranking

20-24 0 0.00 6.5
25-29 1 2.86 5
30-34 9 25.71 2
35-39 0 0.00 6.5
40-44 8 22.86 3
45-49 4 11.43 4
50 and above 13 37.14 1
Total 35 100
Table 1 shows the distribution of the respondents in terms of age of the selected
College Instructors. It implies that 37.14% of the total respondents are at the age of 50
and above comprises of 13 out of 35 instructors. While, nine (9) respondents have a
frequency of 25.71% belongs to the instructors whose ages are from 30-34 years old. On
the other hand, out of 35 respondents, 22.86% of the total population are at the age
19
bracket of 40-44. In the age bracket of 25-29, there was 1 respondent equivalent to 2.86%
of the total number of respondents. Furthermore, at the age of 20-24 and 35-39, there
were no respondents at that age.
2. Gender
Gender No. of Respondents Frequency Ranking

Male 8 22.86 2
Female 27 77.14 1
Total 35 100
Table 2 shows the distribution of respondents in terms of gender of the College
instructors. Based on the result of the survey, out of 35 respondents, the highest
frequency at 77.14% were female in rank 1 while 8 of the respondents came from male
which is equivalent to 22.86% in rank 2.
3. Educational Qualification
Educational Qualification No. of Respondents Frequency Ranking

Bachelor 10 28.57 2
Master 18 51.43 1
Doctor 7 20.00 3
Total 35 100
Table 3 presents that among the college instructors in Batangas Eastern Colleges
for the school year 2016-2017, there were 51.43% or 18 respondents who graduated from
their Master’s degree. While, there were 10 instructors with an equivalent of 28.57% who
were Bachelor degree holders. Lastly, the other shows that among the 35 respondents,
there were only 20% who already attained their doctor’s degree.
20
4. Employment Status
Employment Status No. of Respondents Frequency Ranking

Part-Time 16 45.71 2
Full-Time 19 54.29 1
Total 35 100
Table 4 shows that there were 54.29% from the total respondents were full-time
instructors in BEC. While, 45.71% or 16 respondents were part-time employees at
Batangas Eastern Colleges.
5. Years of Teaching
Range No. of Respondents Frequency Ranking

1-5 years 8 22.86 2
6-10 years 8 22.86 2
11-15 years 4 11.43 5
16-20 years 5 14.28 4
21-25 years 2 5.71 6
Above 25 years 8 22.86 2
Total 35 100
From table 5, it can be seen that there were 8 respondents equivalent to 22.86% of
the total population whose years of teaching are 1-5 years, 6-10 years and above 25 years.
It is also stated that there were 5 respondents who were teaching from 16-20 years or
14.28% of the total population. On the other hand, 4 respondents said that they were 11-
15 years in service of teaching or for an equivalent of 11.43%. Furthermore, 5.71% of the
total respondents were turned out to be in 21-25 years of teaching.

21
II. Demographic Profile of the college students in terms of:
6. Age
Age Range No. of Respondents Frequency Ranking

15-19 107 35.67% 2
20-24 153 51.00% 1
25-29 29 9.67% 3
30-34 8 2.67% 4
35-39 0 0.00% 7
40-44 2 0.67% 5
45 above 1 0.33% 6
Total 300 100%
Table 6 shows the distribution of respondents in terms of the employment status
of the college instructors wherein 19 of the respondents at 54.29% were employed full-
time in rank 1 while, 16 respondents at 45.71% were employed as a part-time employee
in rank 2.
7. Gender
Gender No. of Respondents Frequency Ranking

Male 112 37.33 2
Female 188 62.67 1
Total 300 100
Table 7 shows the distribution of the respondents in terms of age of the selected
College students. It implies that 51.00% of the total respondents are at the age of 20-24
years old in rank 1 having 153 students. While, 107 respondents have the frequency of
25.67% whose age are from 15-19 years old in rank 2. On the other hand, 29 respondents
having 9.67% are at the age of 25-29 years old in rank 3. Furthermore, 8 respondents at
2.67% were at the age bracket of 30-34 years old in rank 4. Moreover, 2 respondents
having 0.67% are at the age of 40-44 years old in rank 5. In addition, 1 respondent are at
the age of 45 and above having 0.33% in rank 6. Lastly, no respondents are at the age
bracket of 35-39 years old in rank 7.

22
III. Teaching Performance of the College Instructors
Weighted Verbal
Statements Rank
Mean Interpretation
1. I can teach without looking at my notes. 3.51 Strongly Agree 2
2. I can easily deliver and have the topic to be
3.46 Strongly Agree 7
discussed to my students.
3. I present the maximum content of my subject
matter, tailored to the student’s knowledge.
4. I have an adequate preparation of my lessons. 3.34 Strongly Agree 12
5. I can make the students engage in class
discussions and activities.
6. I give appropriate and considerate responses
to questions.
7. I can deliver a sound content with ease of
understanding by the students.
8. I can clearly explain my ideas with regards to
3.49 Strongly Agree 4.5
the topic being discussed in an appropriate way.
9. I can ensure students to have more academic
achievements and higher academic 3.29 Strongly Agree 15.5
performance.
10. I can use my class time in an efficient and
productive manner.
11. I use variety of activities (discussion, group
work, lecture, technology, etc.) in teaching.
12. I usually give encouragement and positive
reinforcement, as well as constructive criticism.
13. I use collaborative methods in teaching. 3.23 Agree 17
14. I only use chalk and blackboard during class
2.09 Disagree 19
discussion.
15. I use power point presentation and other
technical materials in teaching.
16. Planning of the activities are easy for me
because of the ideas I got in one of my higher 3.40 Strongly Agree 9.5
degree subject.
17. Advancing my teaching skills and
performance through higher education makes 3.40 Strongly Agree 9.5
me more confident in teaching.
18. My teaching performance is still the same
2.29 Disagree 18
after I took my higher degree of education.
19. After I took my doctor’s degree, I can say
that I mastered all the things I need when 1.97 Disagree 20
teaching.
20. I can easily give examples to the students
for them to better understand the topic.
Composite Mean 3.21 Agree
Table 8 reveals that statement number 1, 5 and 20 have the same weighted mean
of 3.51% or the respondents strongly agreed. There were also 3.49% from the total
respondents strongly agreed that they can clearly explain their ideas with regards to the
23
topic and they can use their time in an efficient and productive manner, statement no. 8
and 10 respectively. While, in statement number 2, 11 and 12, implies that when it comes
to delivering the topic and using variety of activities while giving encouragement,
positive reinforcement and constructive criticism, there were 3.46% among the 35
instructors in Batangas Eastern Colleges who strongly agreed with the statements.
On the other hand, there were 3.40% of the respondents who said that when it
comes to planning of the activities, the ideas from their higher degree are useful and
advancing their teaching skills and performance through higher degree makes them more
confident in teaching. However, 3.34% strongly agree with the statements number 4, 6
and 7. There were also 3.31% among the college instructors who said that they present
the maximum content of the subject matter, tailored to the student’s knowledge.
Moreover, 3.29% strongly agreed that they can ensure their student’s academic
achievements while using PowerPoint and other technical materials in teaching.
In addition, there were 3.23% instructors who uses collaborative methods of
teaching. Another, 2.29% from the population disagree to the statement no. 18 which
implies that their teaching performance is still the same after taking the higher education.
2.09% disagreed to the statement no. 14 that states that they are only using chalk and
blackboard during class discussion. Lastly, there were 1.97% of the total respondents
who disagreed that after taking their higher education, they mastered all the things they
needed when teaching.

24
IV. Relationship between Educational Qualifications of the Instructors in

College Department with their Teaching Performance
Critical Value
Computed r-value Interpretation
(𝜶 = 𝟎. 𝟎𝟓)
Educational
Qualifications 0.5425 0.632 Not Significant
Teaching Performance
Table 9 shows the relationship between educational qualifications of the instructor
in college department with their teaching performance. Since the computed r-value is less
than the critical value, therefore there is no significant relationship between educational
qualifications of the instructor in college department with their teaching performance.
V. Activities or Programs to Further Enhance the Teaching Skills of the
College Instructors
Activities or Programs Frequency Ranking

Seminars/Workshops 62.39 1
Take a Master’s/Doctors degree 29.25 3
Conduct a study research 9.25 6
E-Learning & online activities 13.43 5
Collaborative working 18.81 4
Attending activities and training
29.85 2
programs
Table 10 indicates the activities that the school may conduct to further enhance
the teaching skills of the instructors for continuous improvement of the level of teaching
performance. Based on the results, seminars/workshops were chosen by most of the
students and instructors resulted to 62.39% of the total population of the respondents.
Meanwhile, attending activities and training programs ranked as second among the six
given activities with a frequency of 29.85%. There were also 29.25% among the
respondents who said that taking a master’s or doctor’s degree was one of the activities
that the school may conduct for the Instructors. In addition, 18.81% of the population
said that collaborative working can be done in order to enhance the teaching performance
25
of the college Instructors at Batangas Eastern Colleges. However, others said that e-
learning and online activities can help the Instructors in improving their teaching
performance. It is chosen by 13.43% out of 335 respondents. Lastly, only 9.25% of the
total population choose conducting a research study as one of the activities that the school
may provide in order to further enhance the teaching skills and performance of College
Instructors at the said institution.

26
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents summary of findings, conclusions and recommendations.
A. Summary of Findings
1. The summary of the study revealed that most of the Instructors at Batangas
Eastern Colleges were at the age of 50 and above. Some are most likely rendering
their services as educator for 1 – 10 years and others were above 25 years in
service. Instructors were mostly classified as full-time instructor and 18 out of 35
were already attained master’s degree and the majority of the respondents were
female. On the other hand, it is also revealed that college students were mostly
around 20 – 24 years of age and 188 among 300 students were female.
2. Based on the study, they found out that most of the Instructors can discuss the
topic without looking on their notes while ensuring that the students will learn
something from them by means of giving examples for better understanding. They
can also use their time in an effective and productive manner. However, in
planning of different activities, they are considering the things they’ve learned
during their higher education and it makes them more confident in teaching thus
they can ensure student’s academic achievements particularly if they uses
different technical materials in teaching. Lastly, it is said that Instructors cannot
mastered all the things they needed in teaching even if they already attained
Doctor’s degree.
3. It is revealed that there is no relationship between educational qualifications of
Instructors to their teaching performance in College Department of Batangas
Eastern Colleges for the School Year 2016-2017.
4. Engaging in different seminars or workshops were one of the most chosen
activities by the students and Instructors that the school may conduct. Second,
attending activities and training programs were suggested and said to be helpful in
increasing teacher’s teaching performance. In addition, taking higher education,

27
engaging in collaborative working with co-instructors, participating in different e-
learning or online activities and conducting research study were also said to be
helpful in a way that it will enhance Instructor’s teaching performance.
B. Conclusions
The researchers therefore conclude based on the findings, that Instructor’s
educational qualification was insignificant to their teaching performance. This implies
that the level of their teaching performance cannot be determined by their educational
attainment or qualification. In some point, the researchers can say that being in a service
for years or engaging in different seminars or workshop may also help them in increasing
the level of their teaching performance.
Moreover, they can say that there are some instructors or educators who already
attained highest degree of education – doctoral degree – but still lack in capabilities to
meet the needed performance or application of skills or they are not yet have their
master’s or doctor’s degree but good in teaching and have a high teaching performance
by having their own methods of teaching.

28
C. Recommendations
In accordance with the acquired findings, the researchers therefore recommend
the following:
1. Different College Instructors should be encouraged to participate in different
professional development activities to improve the quality of their teaching
performance and consequently the needs of the students for quality teaching.
2. Different Institution should need to strategize on how to reach 100% in hiring
highly performing teachers. This effort to recruit and retain highly performing
teachers/instructors must be an ongoing activity that would not only impact the
students but the institution also. Coordinating with the Administrators must be
maintained so that he/she can collaborate with education stakeholders and to the
human resource department to provide staff development for Instructors and
proper recruitment process while considering the years of teaching and/or other
factors, student’s and self-evaluation of Instructors.
3. Academe should explore and learn different studies in order for them to widen
and further enhance their knowledge with regards to the topic. It will help them in
making better understanding and solution to the problem.
4. Researchers should continue in conducting research in order for them to acquire
more knowledge and improve their thinking and clerical ability for better
understanding of their chosen topic.
5. Further research should be conducted by the future researchers to establish other
factors which will determine the teaching performance of Instructors since the
findings of this study revealed that Instructor’s educational qualification does not
significantly determine their teaching performance.

29
BIBLIOGRAPHY
Books
Adentwi, K. I. (2005). Curriculum development: an introduction. Kumasi, Ghana: Wilas
Press limited.
Bacal, R. (1999). Performance Management. U.S.A.: McGraw-Hill.
Signh and Sudershan. (2003). Teacher Education. Discovery Publishing House.
Stewart, V. (2012). A word –class education: learning from international models of
excellence and Innovation. United States of America: ASCD.
Journal
Darling-Hammond, L., Berry, B., & Thorenson, A. (2001). Does teacher certification
Matter? Evaluating the evidence. Educational Evaluation and Policy Analysis,
23 (1) 57-77.
Goldhaber, D.D., & Brewer, D.J. (2000). Does teacher certification matter? High school
Teacher certification status and student achievement. Educational Evaluation and
Policy Analysis, 22 (2): 129-146.
Louhran, J. 2014. Professional developing as a teacher education. Journal of Teacher
Education. 65(4) 271-283.
Wayne, A. &Youngs, P. (2003). Teacher Characteristics and Student Achievement
Gains: A review of American Education Research Association. Stanford
University. Vol. 73, No. 1 (Spring, 2003), pp. 89-122.
Zuzovsky, R. (2009). Teacher’s qualification and their impact on students’ achievement
findings From TIMMS-2003 data in Israel. IERI Monograph Series: Issues and
Methodologies in Large scale Assessment, 2, 37.
Unpublished Work
Harris, O. & Sass, T.R. (2006). Value-added models and the measurement of teacher
quality. Unpublished manuscript.
Ogbannaya, U.I 2009: The influence of Teachers Background. Professional Development
and Teaching practices on Students’ Achievement in Mathematics in Lesotho
Masters Dissertation. Unpublished Pretoria: University of South Africa.
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Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2000). Teachers, schools and academic
Achievement (working paper 6691, revised). Cambridge, MA: National Bureau of
Economic Research.
Internet
Cocke, Amy. (2018). the Definition of “Educational Degrees”.
Principles and Recommendations for Population and Housing Censuses.
https://stats.oecd.org
https://study.com/instructor_class.html-collegeinstructorqualification.
31
APPENDICES
32
Appendix 1
RESEARCH INSTRUMENT
The Relationship of Educational Qualifications to Teaching Performance of
Instructors in College Department of Batangas Eastern Colleges for the School Year
2016-2017.
Directions: Put a check mark (/) in the box.
I. Profile of the Respondents
Name (optional) : ________________________________
Age : 20-24 40-44

25-29 45-49
30-34 50 and above
35-39
Gender : Male Female
Educational Qualification :
Master’s Degree Doctor’s Degree
Graduated Graduated
If not, units earned If not, units earned
Years of Teaching:
1-5 years 6-10 years 11-15 years 16-20

years
21-25 years above 25 years
Employment Status:
Part-time Full-time
II. Direction: Listed below are some situations that instructors should consider
when teaching. Kindly accomplish each item by putting a check (/) mark in
the box that best describes your answer.
4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
33
4 3 2 1
1. I can teach without looking at my notes.
2. I can easily deliver and have the topic to be discussed to my
students.
3. I present the maximum content of my subject matter,
tailored to the student’s knowledge.
4. I have an adequate preparation of my lessons.
5. I can make the students engage in class discussions and
activities.
6. I give appropriate and considerate responses to questions.
7. I can deliver a sound content with ease of understanding by
the students.
8. I can clearly explain my ideas with regards to the topic
being discussed in an appropriate way.
9. I can ensure students to have more academic achievements
and higher academic performance.
10. I can use my class time in an efficient and productive
manner.
11. I use variety of activities (discussion, group work, lecture,
technology, etc.) in teaching.
12. I usually give encouragement and positive reinforcement,
as well as constructive criticism.
13. I use collaborative methods in teaching.
14. I only use chalk and blackboard during class discussion.
15. I use power point presentation and other technical
materials in teaching.
16. Planning of the activities are easy for me because of the
ideas I got in one of my higher degree subject.
17. Advancing my teaching skills and performance through
higher education makes me more confident in teaching.
18. My teaching performance is still the same after I took my
higher degree of education.
19. After I took my doctor’s degree, I can say that I mastered
all the things I need when teaching.
20. I can easily give examples to the students for them to
better understand the topic.
III. Direction: Listed below are some of the activities or programs that will
further enhance your teaching performance. Put a check (/) mark in the box of
your choice.
Seminars / Workshops E-Learning & online activities

Take a master’s degree or doctor’s degree Collaborative working
Conduct a study or research Attending activities and training
programs
Others please specify:_____________________________
34
The Relationship of Educational Qualifications to Teaching Performance of
Instructors in College Department of Batangas Eastern Colleges for the School Year
2016-2017.
Directions: Put a check mark (/) on the box.
Profile of the Respondents
Name (optional) : ________________________________
Year and Course : ________________________________
Age : 15-19 35-39

20-24 40-44
25-29 45 and above
30-34
Gender : Male Female
I. Direction: Listed below are the factors that will determine the teaching
performance of college instructors in relation to their educational
qualification. Put a check (/) in the box that corresponds to your answer.
5 - Strongly Agree
4 - Agree
3 - Disagree
2 - Strongly Disagree
4 3 2 1
Instructors as Bachelor’s Degree Holder
They have an adequate preparation for lesson.
The students are engaged in class discussions and activities.
They are giving appropriate and considerate responses to
questions.
They can deliver a sound content with ease of understanding
by the students.
They can clearly explain their ideas with regards to the topic
They can ensure students to have more academic
achievements and higher academic performance.
Class time is used in an efficient and productive manner.
35
They are using variety of activities (discussion, group work,
lecture, technology, etc.) during class period.
The instructor’s challenge my abilities as a student and
his/her class requires consistent time, study, and preparation.
They offer encouragement and positive reinforcement, as
well as constructive criticism.
Instructors as Master’s Degree Holder
questions.
by the students.
The instructor’s challenge my abilities as a student and
his/her class requires consistent time, study, and preparation.
Instructors as Doctor’s Degree Holder
questions.
by the students.
The instructor challenges my abilities as a student and his/her
class requires consistent time, study, and preparation.
36
Appendix 2
CERTIFICATION OF STATISTICAL TREATMENT
CERTIFICATION
This is to certify that the research paper titled, “THE RELATIONSHIP OF
EDUCATIONAL QUALIFICATIONS TO THE INSTRUCTOR’S TEACHING
PERFORMANCE IN THE COLLEGE DEPARTMENT OF BATANGAS
EASTERN COLLEGES FOR THE SCHOOL YEAR 2016-2017.” has been
statistically treated. As prepared and submitted by MONALIZA V. MANCILLA,
JOANA MARIE M. PABLO, RONEAL REGULTO and JOVEN A. RUBIA in
partial fulfilment of the requirements for the degree Bachelor of Science in Business
Administration Major in Human Resource Development Management for the school year
2018-2019.
LHEA MIE MADLANGBAYAN

Statistician
37
Appendix 3
CERTIFICATION OF EDITING
CERTIFICATION
This is to certify that the research paper titled, “THE RELATIONSHIP
OF EDUCATIONAL QUALIFICATIONS TO THE INSTRUCTOR’S TEACHING
PERFORMANCE IN THE COLLEGE DEPARTMENT OF BATANGAS
EASTERN COLLEGES FOR THE SCHOOL YEAR 2016-2017.” has been
statistically treated. As prepared and submitted by MONALIZA V. MANCILLA,
JOANA MARIE M. PABLO, RONEAL REGULTO and JOVEN A. RUBIA in
partial fulfilment of the requirements for the degree Bachelor of Science in Business
Administration Major in Human Resource Development Management for the school year
2018-2019.
ANDREA E. DIMACULANGAN
Editor
38
September 27, 2018
Dear Respondents:
Maligayang araw!
We, the undersigned students of Bachelor of Science and Business Administration major
in Human Resource Development Management are currently conducting a research study
entitled "The Relationship of Educational Qualifications to the Teaching
Performance of Instructors in College Department of Batangas Eastern Colleges for
the School Year 2016-2017."
In this regard, we are asking for your precious time to answer the questionnaire which
will be helpful for the completion of this study.
Your participation in the conduct of this study is highly appreciated. Rest assured that all
data and information gathered will be used for research purposes only and will be treated
with utmost confidentiality.
Thank you very much for your kind consideration, cooperation and actual participation.
God Bless.
Very Truly Yours,
Mancilla, Monaliza
Pablo, Joana Marie
Regulto, Roneal
Rubia, Joven
Researchers
Noted by:
Mr. Euneil A. Castillo
Adviser
Approved by:
Mr. Alex Q. Pillone

Assistant Dean in the College of Business
39
September 28, 2018
Rasyl Ann P. Boonggaling

HRD Officer
in Human Resource Development Management IV in Batangas Eastern Colleges are
currently conducting a research study entitled "The Relationship of Educational
Qualifications to the Teaching Performance of Instructors in College Department of
Batangas Eastern Colleges for the School Year 2016-2017” as partial requirement in
Thesis Writing and Defense.
With this regard, may we ask permission from your good office to allow us to conduct a
survey to the instructors and college students of Batangas Eastern Colleges from October
1, 2018 onwards.
Rest assured that the result will be used for research purposes only and the data will be
treated with confidentiality and objectivity.
Thank you very much and God bless!
Very Truly Yours,
Mancilla, Monaliza
Pablo, Joana Marie
Regulto, Roneal
Rubia, Joven
Researchers
Noted: Approved:
Mr. Euneil A. Castillo Mr. Alex Q. Pillone
Adviser Assistant Dean in College of Business

40
September 28, 2018
Madam:
In this regard, we are humbly asking to your good office to give us the list of college
students for the school year 2016-2017 for they will be our target respondents for our
research study.
Your quick response will be a great help for us. We are hoping for your consideration.
Thank you and may God bless you all.
Very Truly Yours,
Mancilla, Monaliza
Pablo, Joana Marie
Regulto, Roneal
Rubia, Joven
Researchers
Noted: Approved:

41
September 28, 2018
Rasyl Ann P. Boonggaling
HRD Officer
In this regard, we are humbly asking to your good office to give us the list of college
instructors for the school year 2016-2017 for they will be our target respondents for our
research study.
Your quick response will be a great help for us. We are hoping for your consideration.
Thank you and may God bless you all.
Very Truly Yours,
Mancilla, Monaliza
Pablo, Joana Marie
Regulto, Roneal
Rubia, Joven
Researchers
Noted: Approved:

42
October 1, 2018
Maria Crisanta R. Isla

Assistant Dean in the College of Education
Research.
survey to fourth year education college students of Batangas Eastern Colleges from this
day onwards.
Very Truly Yours,
Mancilla, Monaliza
Pablo, Joana Marie
Regulto, Roneal
Rubia, Joven
Researchers
Noted:
Adviser
43
October 1, 2018
Alex Q. Pillone
Assistant Dean in the College of Business
Research.
survey to fourth year business college students of Batangas Eastern Colleges from this
day onwards.
Very Truly Yours,
Mancilla, Monaliza
Pablo, Joana Marie
Regulto, Roneal
Rubia, Joven
Researchers
Noted:
Adviser
44
I. PERSONAL DETAILS
Name : Monaliza V. Mancilla

Address : Palingowak, San Juan, Batangas
Date of Birth : June 01, 1983
Place of Birth : San Juan, Batangas
Civil Status : Married
II. EDUCATIONAL ATTAINMENT
TERTIARY : Batangas Eastern Colleges

Javier St. Poblacion San Juan, Batangas
Bachelor of Science in Business Administration
Major in Human Resource and Development Management
2015- up to present
SECONDARY : Sta, Catalina National High School

Sta, Catalina Candelaria, Quezon
April 11, 2000
ELEMENTARY : Pinagbayanan Elementary School

Pinagbayanan, San Juan, Batangas
March 31, 1996
III. CIVIL SERVICE / GOVERNMENT EXAMINATION PASSED
 Computer System Servicing NCII Passer

Batangas Eastern Colleges
Poblacion San Juan, Batangas
April 11, 2016 to June 11, 2016
IV. WORK EXPERIENCE
Property Management Office Staff

San Juan, Batangas
2016-Up to Present
Bookstore Staff
Poblacion San Juan, Batangas
June 2014 to June 2016
Sales Promodicer
Puregold San Juan JR
San Juan Batangas
Jan 2014 to May 2014
Sales Promodicer
SM lipa City
Sept 2010 to Dec 2013
45
Laws Textile Inc.
Quality Control Inspector
Taguig City
Jan 2010 to July 2010
Production Operator Ionics Inc.

Calamba Laguna Phils.
June 2001 to Nov 2003
V. SCHOLARSHIP / GRANTS RECEIVED
 Governor ‘Dodo’ Mandanas Educational Assistance

 Mayor Rodolfo H. Manalo Educational Assistance
VI. PRODUCTIVE SCHOLARSHIPS AND CREATIVE WORKS
 Mental Health Awareness

Old San Juan Hotel and Restaurant
San Juan Batangas
Feb 08, 2019
 Research Appreciation : Valuing the Importance of Research

Batangas Eastern Colleges, San Juan, Batangas
October 20, 2018
 Effective Communication and Interpersonal Skills

Batangas Eastern Colleges, San Juan, Batangas
October 17, 2017
 Job Interview Training with # Pambansang Inspirasyon”

Batangas Eastern Colleges,Poblacion San Juan, Batangas
October 13, 2017
 Fire Brigade Certificate of Competency

Batangas Eastern Colleges, Poblacion San Juan, Batangas
January 19, 2017
 Career Pathing ‘’Your Choice, Your Journey, Your Destiny’’

Batangas Eastern Colleges, Poblacion San Juan Batangas
October 16, 2016
 ‘’Personality Development Seminar/ Workshop’’

Batangas Eastern Colleges,Poblacion, San Juan, Batangas
September 16, 2016
46
I. PERSONAL DETAILS
Name : Joana Marie M. Pablo

Address : Abung, San Juan, Batangas
Date of Birth : May 25, 1999
Place of Birth : Labo, Camarine Norte
Civil Status : Single

2015- up to present
SECONDARY : Calubcub 1.0 National High School

Calubcub 1.0, San Juan, Batangas
March 2015
ELEMENTARY : Abung Elementary School

Abung, San Juan, Batangas
March 2011
III. CIVIL SERVICE / GOVERNMENT EXAMINATION PASSED
 CAREER SERVICE SUBPROFESSIONAL ELIGIBILITY

Batangas State University – Alangilan Campus
Batangas City
IV. WORK EXPERIENCE
 On the Job Training

HRD Department
San Juan, Batangas
December 4, 2018 – January 31, 2019
V. SCHOLARSHIP / GRANTS RECEIVED
 Mercedes Salud De Villa Young Heroes Foundation Incorporated Scholar
VI. PRODUCTIVE SCHOLARSHIPS AND CREATIVE WORKS
 Honor Student (8th placer)

Calubcub 1.0 National High School
School Year 2014-2015
47
 Dean’s Lister
 Train Law
December 11, 2018

October 20, 2018
 Together Everyone Achieves More

October 19, 2018
 Business Ethics through the World of Success and Innovation

October 6, 2016

October 17, 2017

October 13, 2017

October 16, 2016

September 16, 2016
 RED CROSS YOUTH ORGANIZATION

Member / Auditor
48
I. PERSONAL DETAILS
Name : Roneal C. Regulto

Address : Poblacion, San Juan, Batangas
Date of Birth : September 3, 1993
Place of Birth : Poblacion, San Juan, Batangas

2015- up to present
SECONDARY : Joseph Marello Institute

P. Burgos St., Poblacion, San Juan, Batangas
March 2010
ELEMENTARY : San Juan West Central Elementary School

Poblacion, San Juan, Batangas
March 2006
III. WORK EXPERIENCE

G-Reliable Travel and Tours
San Juan, Batangas
December 17, 2018 – February 7, 2019
IV. SCHOLARSHIP / GRANTS RECEIVED
 Municipal Scholar
 Bolilia’s Educational Assistance
V. PRODUCTIVE SCHOLARSHIPS AND CREATIVE WORKS
 Train Law
December 11, 2018

October 20, 2018

October 19, 2018
49
October 6, 2016

October 17, 2017

October 13, 2017

October 16, 2016

September 16, 2016
50
I. PERSONAL DETAILS
Name : Joven A. Rubia

Address : Nagsasulay, San Juan, Batangas
Date of Birth : February 2, 1999
Place of Birth : Nagsaulay, San Juan, Batangas

2015- up to present
SECONDARY : Nagsaulay National High School

Nagsaulay, San Juan, Batangas
March 2015
ELEMENTARY : Nagsaulay Elementary School

Nagsaulay, San Juan, Batangas
March 2011
III. WORK EXPERIENCE

G-Reliable Travel and Tours
San Juan, Batangas
December 17, 2018 – February 7, 2019
IV. SCHOLARSHIP / GRANTS RECEIVED
 Municipal Scholar
 Bolilia’s Educational Assistance
V. PRODUCTIVE SCHOLARSHIPS AND CREATIVE WORKS
 Honor Student (10th placer)

Nagsaulay National High School
 Dean’s Lister
 Train Law
December 11, 2018
51
October 20, 2018

October 19, 2018

October 6, 2016

October 17, 2017

October 13, 2017

October 16, 2016

September 16, 2016

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1

Education is a basic and fundamental piece of human life. It is a protected right,

level of instructive accomplishment causes people to gain regard and acknowledgment.

Instructors assume an important part in guaranteeing quality training conveyance.

to the students by following the educational programs. Instructors utilize different

Moreover, qualification refers to special skill that makes someone suitable to do a

varied teaching methods, and prepare and enhance student’s skills.

Therefore, viewing student achievement as evidence of learning, and linking

– one who upholds the standards and norms of the profession.

Statement of the Problem

This study will be conducted to determine the relationship of educational qualifications to

teaching performance of Instructors in College department of Batangas Eastern Colleges.

Specifically, it seeks to answer the following:

1. What is the demographic profile of the respondents in terms of:

3. Is there a relationship between educational qualifications of the instructor in

college department and their teaching performance?

level of their teaching performance?

with the following:

Batangas Eastern Colleges including their age, gender, educational qualifications or

attainment, years of teaching and employment status.

to the teaching performance of the Instructors in College Department of Batangas Eastern

The basic IPO Model

INPUT PROCESS OUTPUT

Profile of the Identifying the level

instructor’s teaching performance in the college department of Batangas Eastern

H1 : There is a relationship between the educational qualifications to teaching

performance of Instructors in college department of Batangas Eastern Colleges.

Ho : There is no relationship in the educational qualifications to teaching performance of

Instructors in college department of Batangas Eastern Colleges.

Scope and Limitations of the Study

This study focused mainly on the relationship of educational qualifications to the

academic accomplishments and future successes.

department and the college students of Batangas Eastern Colleges.

Significance of the Study

To the Different Instructors in Batangas Eastern Colleges. The study will be

they become aware to their teaching skills and abilities.

based in the educational qualifications of a teacher.

broaden their perspective with regards to the topic.

research study is being properly conducted and developed accordingly.

Conceptual Definition: Education is the knowledge, skill, and understanding that

you get from attending a school, college or university.

Operational Definition: - It is a basic and fundamental piece of human life. It is

great quality instruction.

Conceptual Definition: Instructor is a person who teaches a subject or skills or

someone who instructs people.

Conceptual Definition: It is something that is necessary in order for you to do,

have, or be a part of something.

Operational Definition: Qualification is a special skill or type of experience or

knowledge that makes someone suitable to do a particular job or activity.

RELATED LITERATURE AND STUDIES

findings about the relationship of educational qualification to teaching performance of

This section gives a deeper understanding about the relationships between

educational qualifications of instructors in college department of Batangas Eastern

understand the relationship between the two variables.

Educational institutions are organizations with its philosophy, vision, mission,

constantly evaluate employee’s performance especially the teachers or college instructors

who are considered as the backbone of an educational institution. By evaluating the

teaching performance will be identified (Bacal, 1999).

However, it is stated in Principles and Recommendations for Population and

Housing Censuses that educational qualifications are degrees, diplomas, certificates,

whether conferred by educational authorities, special examining bodies or professional

bodies. The acquisition of an educational qualification therefore implies the successful