ACKNOWLEDGMENTS
BIBLIOGRAPHY
AMALIA K. MICKLAY, October 2006. The Performance Appraisal
System for Teachers: An Assessment. Benguet State University, La Trinidad,
Benguet.
Adviser: Tomasa P. Buasen, Ed. D.
ABSTRACT
The study determined the socio-economic profile of the respondents;
perceptions of teachers on the extent of effectiveness of the Performance
Appraisal System for Teachers; the differences on the perceptions of the
respondents on the extent of effectiveness of the Performance Appraisal System
for Teachers according to gender, civil status, age, highest educational attainment,
current position and number of years in teaching; the extent of seriousness of the
problems encountered by the teachers in rating themselves according to the
indicators in the Performance Appraisal System for Teachers, the conduct of the
evaluation and some suggestions to further improve the Performance Appraisal
System for Teachers and on the manner of the conduct of the evaluation.
Findings show that majority of the respondents is married females. For
the age range, teachers aged 46 years and above represent the greatest number
while the least number of respondents are aged 24-30 years old.. Highest
educational attainment for the great majority of teachers is BS with MA units
followed by Bachelor of Science Degree holders. Most of the teachers are
Teacher I and Teacher III. Very few are able to become Master Teachers. As to
the number of years in teaching, most teachers served for 6-10 and 11-15 years as
teachers.
Teachers perceived the Performance Appraisal System for teachers as
highly effective. However, the performance indicators on participates in
community projects and in civic organizations and plus factors are perceived to be
effective.
Gender, educational attainment and current position do not significantly
affect the perception of teachers with regards to the extent of effectiveness of the
Performance Appraisal System for Teachers. However, age, civil status and years
in teaching significantly affect the perception of teachers with regards to the
extent of effectiveness of the Performance Appraisal System for Teachers.
The problems encountered by the teachers in self-rating and in the conduct
of the evaluation are perceived to be serious. Some suggestions given to be
included in the Performance Appraisal System for Teachers are included in the
job description of teachers. In the manner of the conduct of the evaluation,
teachers prefer that they rate themselves but a committee will be assigned to
validate the rating based on the targets prepared at the beginning of the school
year.
ii
Finally, it is further suggested that continuous information, dissemination
through seminars and trainings on the Performance Appraisal System for
Teachers (PAST) should update teachers on their basic roles. In addition,
feedbacks regarding the work performance should be discussed among the faculty
to ensure continued awareness on matters of performance evaluation.
iii
TABLE OF CONTENTS
Page
Bibliography - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i
Abstract - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i
Table of Contents - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - iv
INTRODUCTION
Background of the Study- - - - - - - - - - - - - - - - - - - - - - - - - 1
Statement of the Problem- - - - - - - - - - - - - - - - - - - - - - - - - 3
Objectives of the Study - - - - - - - - - - - - - - - - - - - - - - - - - - 4
Importance of the Study - - - - - - - - - - - - - - - - - - - - - - - - - 4
Scope and Delimitation of the Study - - - - - - - - - - - - - - - - - 5
REVIEW OF LITERATURE
Importance of Appraising Employee Performance - - - - - - - - 7
Characteristics of an Evaluation Tool - - - - - - - - - - - - - - - - - 11
Measures to Improve Teacher Performance - - - - - - - - - - - - - 14
Professional and Personal Characteristics - - - - - - - - - - - - - - 16
Problems Encountered During Evaluation - - - - - - - - - - - - - - 18
Teaching Performance in Relation to Certain Variables - - - - - - - - - - 22
Conceptual
Framework
-
-
- - - - - - - - - - - - - - - - - - - - - - - - 22
Definition of Terms - - - - - - - - - - - - - - - - - - - - - - - - - - - - 26
Research Hypotheses - - - - -- - - - - - - - - - - - - - - - - - - - - - 29
iv
METHODOLOGY
Location of the Study - - - - - -- - - - - - - - - - - - - - - - - - - - - - 30
Respondents of the Study - - - - - - - - - - - - - - - - - - - - - - - - - 30
Instrumentation - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 33
Data Gathering Procedure - - - - - - - - - - - - - - - - - - - - - - - - - 33
Statistical Treatment Data - - - - - - - - - - - - - - - - - - - - - - - - 34
Validity of the Instrument - - - - - - - - - - - - - - - - - - - - - - - - 34
RESULTS AND DISCUSSION
Socio-Economic Profile of the Respondents - - - - - - - - - - - - 35
Perceptions of Teachers on the Extent of Effectiveness
of the Performance Appraisal System for Teachers - - - - - - - 40
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance Appraisal System
for Teachers According to Gender - - - - - - - - - - - - - - - - - - 48
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance Appraisal System
for Teachers According to Age - - - - - - - - - - - - - - - - - - - - - 52
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance Appraisal System
for Teachers According to Civil Status - - - - - - - - - - - - - - - - 54
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance System for
Teachers According to Educational Attainment - - - - - - - - - - 57
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance System for
Teachers According to Current Position - - - - - - - - - - - - - - - 62
v
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance System for
Teachers According to Number of Years in Teaching - - - - - - 64
Degree of Seriousness of the Problems
Encountered by the Teachers in Rating Themselves
According to the Indicators of the Performance
Appraisal System for Teachers - - - - - - - - - - - - - - - - - - - - - 68
Suggestions for the Improvement of
the Performance Appraisal System for Teachers - - - - - -- - - - 72
Suggestions for the Conduct of
the Evaluation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 75
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 78
Conclusions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 80
Recommendations - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 82
LITERATURE CITED - - - - - - - - - - - -- - - - - - - - -- - - - -- - - - - - 84
APPENDICES
A. Communications - - - - - - - - - - - - - - - - - - - - - - - - - - - - 90
B. PAST Forms ( B-1 and B-2) - - - - - - - - - - - - - - - - - - - 94
C. Questionnaire - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 107
BIOGRAPHICAL SKETCH - - - - - - - - - - - - - - - - - - - - - - - - - - - 112
vi
INTRODUCTION
Background of the Study
Appraisal is a significant part of any worthwhile undertaking. It is a
reaffirmation of objectives; gives direction, support to actions taken, or it suggests
changes to be made if goals are to be re-examined.
Appraising employee’s performance is a management tool which aims to
measure the outputs and results of employee’s accomplishments in line with
organizational goals and objectives. Appraising performance assumes that
performance standards have been set, and that one will give the employee
feedback to help him or her eliminate performance deficiencies or continue to
perform above par (Dessler 2001).
In non-government schools whose students are educated at considerable
expense to the parents, and which rely on what might be termed "customer
satisfaction" for continued viability and an enhanced reputation for growth, the
concepts of accountability and productivity might be expected to be at the core of
an appraisal program, and the professional development of the teaching staff,
leading, one might assume, to high quality teaching and learning, to be an equally
important consideration. In government schools, although in the climate of
"restructure" which prevailed at the time of introduction of the appraisal process,
the notion of productivity was an important consideration, the primary focus of
appraisal would appear to have been the professional development of teaching
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
2
and non-teaching staff, this to be accomplished by means of self-reflection,
assisted by peers and by superiors, and planning for future development (Credlin
1984).
The current practice in the process of preparing the performance rating of
mentors is the teacher sets his/her performance target which is to be discussed
with and approved by his/her immediate supervisor. This performance target is set
by the rater and the ratee every start of the school year.
The performance targets are based specifically on the guidelines for rating
teachers in the Performance Appraisal System for Teachers (PAST) Form B-1.
The criteria used for evaluating teacher’s performance are suited to the goals of
instruction in the Philippine context used by all public elementary and high
schools.
The Performance Appraisal System for Teachers was revised and
implemented in June 2002 pursuant to Dep. Ed. Order number 27 is composed of
three major components (with weight assignments in parenthesis) as follows: I-
Instructional Competence (70%), II-Professional and Personal Characteristics
(20%) and III Punctuality and Attendance (10%). Plus factors will be given only
to the teachers who have conducted a research whose findings and
recommendations have been adopted by the school or district and technical
assistance rendered to co- teachers, leadership and special projects.
At the end of the school year, the teacher and the rater meet for the final
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
3
rating of the teacher. The rater and the ratee will reflect on the performance rating
to be given to the ratee.
With this as a framework, the researcher was inspired to conduct an
assessment on the Performance Appraisal System for Teachers (PAST) to look
into its strengths and weaknesses and come up with options on how to improve
the instrument coming from the suggestions of the teachers.
Statement of the Problem
This study dealt with assessing the Performance Appraisal System for
Teachers as a tool in gauging teachers’ performance as perceived by the teachers
in the public elementary schools of Baguio City. Specifically, this study attempted
to answer the following questions:
1. What is the socio-economic profile of the respondents?
2. What is the extent of effectiveness of the performance appraisal system
for teachers?
3. Are there significant differences on the perceptions of the respondents
on the extent of effectiveness of the Performance Appraisal System for Teachers
along, gender, civil status, age, highest educational attainment, current position
and number of years in service?
4. What is the degree of seriousness of the problems encountered by the
teachers in:
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
4
a. rating themselves according to the indicators in the
Performance Appraisal System for Teachers?
b. on the conduct of the evaluation?
5. What are some suggestions:
a. to further improve the Performance Appraisal System for Teachers?
b. on the manner of the conduct of the evaluation?
Objectives of the Study
The objectives of the study are the following:
1. To find out the socio-economic profile of the respondents.
2. To determine the extent of effectiveness of the Performance Appraisal
System for Teachers.
3. To find out the difference of the perceptions of the respondents on the
extent of effectiveness of the Performance Appraisal System for Teachers
according to gender, civil status, age, highest educational attainment, current
position and number of years in service.
4. To find out the degree of seriousness of the problems encountered by
the teachers in:
a. rating themselves according to the indicators in the Performance
Appraisal system for Teachers.
b. the conduct of the evaluation.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
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5. To find some suggestions to further improve the Performance Appraisal
System for Teachers and the manner of conducting the evaluation.
Importance of the Study
Through evaluation, further improvements in the system maybe suggested,
problems will be identified, and solutions will be implemented.
The outcome of this study will help teachers to identify their strengths and
weaknesses as they perform their duties and responsibilities and to conduct
overtime on what they have failed or neglected to do.
Moreover, the pupils who are the recipient of instruction will benefit
because the better the performance of the teachers, the more they will learn from
them.
This study will also assess how the Performance Appraisal System for
Teachers can still be improved to cater to the needs of the teachers of Baguio City.
Finally, other researchers who will conduct a similar study may use the
findings as their related literature.
Scope and Delimitation of the Study
This study focused on the assessment of the content of the Performance
Appraisal System for Teachers. The contents are subdivided into four major areas:
1. Instructional Competence which includes four items: (A.)Lesson Planning and
Delivery, (B) Technical Assistance (for master teachers only) (C) Learner’s
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
6
Achievement and (D) School, Home and Community Involvement II.
Professional and Personal Characteristics, III. Punctuality and Attendance and IV.
Plus Factors.
This study tried to establish the socio-economic profile of the
respondents: the extent of effectiveness of the Performance Appraisal System for
Teachers, the differences of the perceptions the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
gender, civil status, age, highest educational attainment, current position and
number of years in teaching, It also sought to find out the extent of seriousness of
the problems encountered by the teachers in rating themselves according to the
performance indicators in the performance appraisal system for teachers and it
sought to determine the suggestions to improve the performance evaluation
system.
This study made use of the teachers (teacher I, teacher II, teacher III and
master teachers) in some schools of Baguio City. These schools are Lucban
Elementary School, Quezon Elementary School, Baguio Central School,
Bonifacio Elementary School, Fort Del Pilar Elementary School and Pacday
Quiño Elementary School.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
REVIEW OF LITERATURE
This chapter presents related researches and articles reviewed by the
researcher which are found relevant to the present study.
Importance of Appraising Employee Performance
According to Peterson (2000), teacher evaluation is a necessary step in
ensuring good schooling. However, poor evaluation is commonly accepted and in
too many cases according to teachers, administrators and researchers, teacher
evaluation is disparaged or even ignored altogether.
Dessler (2001) states that there are three main reasons bosses appraise
their subordinates’ performance. First, appraisals provide important input on
which promotion and salary raise decisions can be made. Second, the appraisal
lets the boss and subordinates develop and plan for correcting deficiencies, the
appraisal might have unearthed and to reinforce the things the subordinates do
correctly. Finally, appraisals can serve as useful career-planning purpose by
providing the opportunity to review the employee’s career plans in the light of his
or her exhibited strengths and weaknesses.
Dessler states further that appraisal by the immediate supervisor is still at
the heart of most appraisal processes. Getting a supervisor’s appraisal is relatively
straight forward and also makes sense. The supervisor should be and usually is in
the best position to observe his or her subordinates’ performance and is also
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
8
responsible for the person’s performance.
Yet, although widely used, supervisors’ ratings are no panacea and sole
reliance on them is not always advisable. One or more options are therefore
sometimes used to obtain appraisal data such as (1) peer appraisals, (2) rating
committees, (3) self-rating, (4) appraisal by subordinates, (5) 360 degree feedback
where performance information is collected all around an employee, form his or
her supervisors, subordinates, peers, and internal or external customers.
Sison (1991) said that employee self-development is one of the objectives
of good employer-employee relations. This can be made possible only when
management has created a healthy climate for individual growth and development
in the company. Employees have varied talent, character traits, abilities, which
should be considered and utilized to advantage by management. How these talents
are used by the employee on his job can be appraised by the supervisor through
periodic performance appraisal following the objectives like: (1) providing
feedback on employee performance, (2) basis for personnel action like potentials
and promotions, transfer, demotion, lay off and discharge, salary increase, (3)
management guide in employee counseling and discipline, (4) promotion of better
employee and employer relations, (5) improvement of supervision by making the
superior better aware of his duties.
Zulueta, et.al. (2002) said that teachers are often viewed as the most
important variable in the learner’s environment. Hence, anything that concerns
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
9
them must have an intelligent appraisal.
Alimba (2002) from her study on teacher Performance and School
Effectiveness in the Public Secondary Schools in the Cordillera Administrative
Region found out that (1) Proper bases of selecting strategies for improving
teaching performance were the main reason for the effectiveness of strategies
used by the administrators.(2) Motivating factors are of great importance as
consideration in truly propelling teachers to better performance and greater
accomplishments which school administrators and supervisors should not take for
granted. (3) Good teacher performance is not only a key but also an indispensable
factor in attaining school effectiveness due to the crucial role played by the
teacher in educating the youth. (4) The problems encountered in improving the
performance of teachers are seriously affecting their performance and the
effectiveness of the schools.
Furthermore, Sanchez (1990) said that performance appraisal is here to
stay. Throughout the world today, complex organizations with their compulsion
for efficiency, already have installed their performance appraisal systems. Most of
such organizations have adopted performance appraisal mainly for management
control purposes, others for employee development, while still others have
recognized both reasons as their objectives.
Zulueta, et. al. (2002) mentioned that the teacher is considered the most
important variable in the learner’s educational environment. Perhaps, without the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
10
teacher, the other related elements of the teaching-learning process would be
ineffective for he motivates guides and directs the learners in their quest for
knowledge.
In addition, Zulueta further enumerates the desirable characteristics a
teacher should possess like (1) emotional stability and sound mental health (2)
physical health and dynamic personality (3) above average intelligence (4)
creativity, imagination and resourcefulness (5) good grooming, poise, and
refinement in word and action (6) courtesy, kindness and tact (7) patience and
perseverance (8) sincerity and honesty (9) firmness (10) promptness, efficiency
and ability to organize (11) positive outlook and encouraging attitude (12)
democratic leadership (13) systematic (14) friendly and sociable (15) value in
academic upgrading and professional development
Dessler (2001) states that there are three main reasons bosses appraise
their subordinates’ performance. First, appraisals provide important input on
which promotion and salary raise decisions can be made. Second, the appraisal
lets the boss and subordinates develop a plan for correcting deficiencies the
appraisal might have unearthed and to reinforce the things the subordinates do
correctly. Finally, appraisals can serve a useful career-planning purpose by
providing the opportunity to review the employee’s career plans in the light of his
or her exhibited strengths and weaknesses.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
11
Characteristics of an Effective Evaluation Tool
Vicentino (2002) in his article on the performance appraisal for teachers
states that evaluation can make or break a performance. In not a few cases, after
an employee receives his performance rating, he is discontented which results in
his discouragement. He added further that some teachers are not interested in
knowing their performance rating. Vicentino emphasized then that the appraisal
of a worker’s performance should aim at keeping him informed of the level of
achievement he has attained in accordance with the target set for him within a
period as observed by the rater. It should challenge him constructively to improve
his performance by informing him how far he has gone and how much he has to
do to cope with the goal, in case his pace leaves much to be desired.
There are two ways to make the rating effective according to Vicentino.
First, make the instrument valid and reliable. Second, make the instrument fair
and just. The performance rating form should include all the items that can
adequately measure the aspects of the outputs of the employee as expected in
accordance with his job description and targets. The rating must be done in such a
way that each employee will make it a reason to exert efforts to perform his job
well. The evaluation of employee performance is an annual occurrence in nearly
all human service agencies and the consequences of this evaluation for the
individual being evaluated, the evaluator, and the organization can be quite
profound. According to Matheson, et. al. (1995), a well-conducted performance
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
12
appraisal may (1) Increase the person’s motivation to perform effectively. (2)
Increase the self-esteem of the person or persons doing the appraisal. (3) Result in
more clarification and better definition of the job of the person being evaluated. (4)
Promote better understanding among participants, of themselves, and of the kind
of development activities that are of value. (5) Allow the organization to engage
in human resource planning, test validation, and develop training programs.
On the other hand, a poorly conducted performance evaluation may (1)
cause individuals to quit as a result of the way they were treated, (2) create false
and misleading data , (3) damage the self-esteem of the person being appraised
and the person conducting the appraisal and (4) lower performance motivation
Chumacog (1997) pointed out that evaluation of the faculty performance
attempts to assess the effectiveness of the faculty member and to determine his
strengths and weaknesses. Such strengths are to be shared and weaknesses are to
be corrected so that the effectiveness can be rewarded and incompetence will
eventually be eliminated.
According to Learned and Bagley as cited by Imig (2006), the results of
the teacher’s work should be measured by the growth of pupils. It is in the terms
of such growth that the outcomes of teaching must ultimately be evaluated, and
the young teacher should be accustomed from the onset to think of his work as
measured finally by this standard.
Daft (2003) pointed out that if performance is to be rated accurately, the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
13
performance appraisal system should require the rater to assess its relevant
performance dimension. A multi-dimensional form increases the usefulness of the
performance appraisal and facilitates employee growth and development.
More performance measures and teacher’s choice about which
measurement to use can improve the evaluation process for both teachers and
administrators as mentioned by Peterson, et. al. (2001) in their article on
Educational Leadership. They further mentioned that good teachers are good for a
variety of reasons, and they want evaluation data to reflect on teachers’ individual
strengths.
Chumacog (1997) states that performance evaluation system perceived to
be effective is one that involves many persons such as students, department heads,
deans, and peer using varied instruments. It is one that is done once a semester
before finals.
The Dinwiddie Country Public School’s teacher evaluation system
incorporates a process for collecting and presenting data to document
performance that is based on well-defined job expectations. In this evaluation
system, teachers and their evaluations share responsibility for presenting evidence
or quality work. The evaluation system provides a balance between structure and
flexibility. It is prescriptive enough to define common purposes and expectations,
thereby guiding effective practice. It is also flexible enough to allow for creativity
and individual initiative. The goal is to support the continuous growth and
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
14
development of each teacher by monitoring, analyzing, and applying pertinent
data that are compiled within a system of meaningful feedback.
Measures to Improve Teacher Performance
Needs and demands of the fast changing society necessitate the continuous
efforts of all concerned to improve the teachers’ performance to make their
teaching relevant and responsive to the needs of the present-day students.
Measures should be determined and implemented to solve the problems and
constraints to poor performance.
Guillermo (1996) stated that authorities concerned should organize
training programs, seminars and in-service training programs for teachers to be re-
oriented and updated on their roles as teachers to improve teachers’ performance.
He further mentioned that school principals and other administrators should
strengthen their leadership style and supervisory practices. They should support
the teachers in terms of adequate physical facilities and should give moral
boosters, incentives and other performance appraisal systems.
Pursuing graduate studies and possessing good communication skills are
the positive factors that affect very much the teaching competences of instructors
from Baguio and Benguet as concluded by Sameon(2002) . Factors affecting
competence much are teaching experience, relevance of degree obtained,
educational qualification, reading books, magazines and journals to uplift
knowledge, conducive classroom atmosphere, and attendance in seminar-
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
15
workshops, professional conferences and intra-school trainings and symposia. On
the other hand, instructors from Metro Cebu perceived that all the positive factors
have much effect on their competence. They pointed out relevance of degree
obtained , educational qualification, teaching experience and good communication
skills as the top aspects and competence on budgeting as the lowest. On the
positive factors, affecting much teaching competence according to the instructors
is obtaining relevant degree, having high educational qualification and having
teaching experience.
The theological instructors and students of Baguio- Benguet and Metro
Cebu perceive the performance very satisfactory, affect instruction, classroom
management, evaluation, guidance, research, extension services and public and
human relations.
The most pressing problems encountered by the theological instructors
from Baguio-Benguet in relation to their teaching competence and performance
are (1) insufficient facilities and equipment , (2) inadequate knowledge of
teaching strategies and approaches, (3) teaching subjects not directly related to
field of specialization, (4) lacks teaching experience, (5) limited in-service
trainings related to field of specialization, (6) non- mastery of subject matter.
Mitra (1998) recommends that (1) employees should take note that a
critical factor in measuring their work performance is the completion of their
work within the allowable time given. This will also indicate their efficiency and
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
16
effectiveness in their work. (2) There must be continuous communication and
feedback regarding the work performance of employees. Effective
communication can be achieved by conducting prior meetings to performance of
work or performance appraisal to ensure continued awareness of employees on
matters of performance evaluation. Post conferences and interviews are conducted
to provide employees with feedback about their work performance.
Professional and Personal Characteristics of Teachers
According to Slavin (1997), in addition to being critical thinkers and
creative decision makers, good teachers are lifelong learners. They practice self-
regulation which means they take responsibility for their knowledge and skills.
Further, they have set learning goals, motivate themselves to learn, monitor their
own progress, assess their own mastery of new knowledge and skills, and
continually redirect the course of their own learning as well as teach their students
the study skills, thinking skills and strategies that promote self-regulated learning.
The work values are regarded as important by teachers as concluded by
Puday (1997) on her study on Correlates of Teaching performance of the
Elementary School Teachers of Southern Tabuk. Top five work values lean
towards intrinsic value orientedness. There is still room for improvement for
strengthening the work values of the teachers. Teachers are knowledgeable about
their roles, functions and responsibilities. The level of job knowledge can further
be improved to a very knowledgeable level.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
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Puday further recommends that (1) faculty development sessions should
include a discussion on work values to strengthen the work values of the teacher.
Internalization of the values can be effected through in-service training activities.
(2). Strengthening of job knowledge can be done through faculty development
programs focused on teacher roles, functions and responsibilities. (3). The level of
job satisfaction can be raised through increased teacher participation in decision
making on matters directly affecting their job. (4). The level of job performance
can be improved to the level of understanding through functional in-service
training programs. (5). Since work values, job knowledge and job satisfaction
significantly/highly correlate with job performance, the three independent
variables should be strengthened /improved in order to maintain or improve a
high level of job performance.
Andres (1985) added that the work values of Filipinos are affected by four
basic factors: (1) the economic environment wherein most Filipinos belong to a
low income group, (2) culture aspect wherein societal expectations pressure
Filipinos to maintain certain level of status, (3) education, which plays a vital role
in the development of Filipinos’ work values, and (4) politics which involves an
individual’s relationship in a group.
As cited by Puday (1997), Rillorta (1986) conducted a study among the
faculty of the University of Baguio as regards to their work values, job
dimensions and job satisfaction. The following are the top five work values of the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
18
college faculty: (1) job achievement, (2) independence, (3) relationship with
associates (4) intellectual stimulation, (5) economic returns.
Lasam (1988) as cited by Puday mentioned that the teacher is not merely a
classroom mentor. He is also a community leader. The teacher’ tasks are varied.
As such, he should be knowledgeable about matters pertaining to her job.
According to Lardizabal (1989), knowledge of the duties and
responsibilities of a teacher will help one realize the demanding nature of the
teaching profession. The community environment is an important factor in the
development of children. Today’s teacher is expected to become familiar with the
community and to work with people to improve community conditions. He
teaches important responsibilities in the establishment of harmonious relationship
between the school and the community. To perform this responsibility, the teacher
interprets the work and that of the school to parents by conferring with them about
their children at school and at home, cooperates actively in community
organizations and participates in various PTA activities and in community
activities for social, economic and political improvement.
Problems Encountered During Evaluation
No matter how well a rating procedure or instrument may have been made;
the performance appraisal may be attended by errors in its use. Dessler (2001)
stated that few of the manager’s jobs are fraught, with more peril than appraising
subordinates’ performance. Employees in general tend to be overly optimistic
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
19
about what their ratings are, and also know that their raises, career progress, and
peace of mind may hinge on how they are rated. Thus alone should make it
somewhat difficult to rate performance, even more problematic, however, are the
numerous structural problems that can cast doubt on just how fair the process is.
Sison (1991) states that the evaluation of the employee’s performance on
the job is one of the oldest and most universal practices of management in
employees’ relations. In many cases, the evaluation is informal, unsystematic, and
unrecorded. Good employees generally want to know how they are doing, what is
expected of them, how well they are meeting those expectations, how they can
improve, and what their supervisors think about the way they are doing their work.
Workers consciously or unconsciously evaluate themselves and their co-workers
and compare themselves with their colleagues.
Without a systematic method of evaluating employee performance, there
is a danger that the judgment of supervisors might be based upon incomplete
knowledge or be influenced by prejudice.
While there is a general acceptance of the objectives of performance
appraisal, there still exists widespread resistance against the traditional method,
ranging from apathy to complaints
.According to Richard Henderson as cited by Sanchez (1990), the
numerous specific errors that have resulted in such resistance are (1) Halo effect.
This is the tendency of raters to generalize the excellence along one performance
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
20
factor by increasing ratings along most if not all other factors. (2) Horn effect.
This is the opposite of halo effect, when raters are influenced by unsatisfactory or
unacceptable performance along one factor, to the extent that the rater is likewise
be given low ratings in other factors.(3) Central Tendency. This refers to the
tendency of some raters to judge performance of most of their subordinates within
the average rating range. Supervisors who have to rate several subordinates at the
same time and have to meet a deadline also often commit this error because of
haste. (4) Leniency. This is a case where the level of tolerance of the rater is high
such that he or she also gives usually high grades even to average performers.
(5) Strict rating. This on the other hand, is a case where the standards of the rater
are higher than normal or too high. (6) Latest behavior. During the scheduled
rating time, there are possibilities that ratings given to a subordinate are based on
latest observed behavior or impressions. (7) Initial impression. Some raters are
often influenced by their first impression of the ratee to the extent that the
formers performance appraisal of the latter maybe colored by initial impression.
(8) Prejudice or bias.(9) Politics. Some supervisors are prone to communicate to
their boss’s only conformation that the latter want to hear. (10) Embarrassment
avoidance. Many raters may have the need to avoid embarrassment by giving to
their superiors only such information that is favorable about the formers’ unit. (11)
Indecisiveness. One of the most common problems in appraisal is the rater’s
inability to make a categorical judgment on the level of acceptability of a rater’s
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
21
performance, whether satisfactory or not. Such indecisiveness often results in the
“central tendency error”.
The structures and formats used in many performance appraisal systems
today are themselves the sources of significant problems in rating as Ambrose
(1990) said. There should be more differentiation in order to make criteria more
applicable to specific jobs.
Some problems in the implementation of the PAST as found by Ocampo
(1987) are: difficulty of teachers to justify their ratings with the use of
explanatory statement, the setting up of performance targets involves many paper
work and it is time consuming on the part of the administrators, inability of
teachers to work out their performance appraisal rating sheets and the inadequate
background of knowledge and information on the PAST and negative attitude
toward the evaluation instrument.
Toyoken (2002) found in her study that both teachers and administrators
perceived the contents of the performance rating tool as much understood. The
perception of teachers and administrators do not differ significantly. The rating
tool is accomplished through self-rating with review but without post conference.
There are no follow-ups done after the accomplishment of the rating form. Setting
up targets was perceived to be a difficulty, however, majority perceived it to be
moderately difficult. This study is different from the present study in terms of
respondents and locale of the study. Toyoken looked into how the respondents
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
22
perceive the performance rating form as a tool in gauging the performance of
teachers while the present study looks into the perceptions of the teachers on the
extent of effectiveness of the Performance Appraisal System for teachers.
Teaching Performance in Relation
to Certain Variables
Previous studies conducted carry valuable insights on the variables used in
this research which are age, sex, civil status, educational qualification and length
of service.
The findings of Palma (1999) showed that the teachers differ in age, sex,
civil status, educational attainment, length of service; number of children and ages
of children. The ratio of socio-economic profile of teachers does not affect their
teaching performance except in the number of children which has a significant
effect.
Guillermo (1996) in her analysis of the performance ratings of elementary
school teachers in Laoag City found that performance rating was closely related
or dependent upon educational attainment. Other variables like age, sex, length of
service did not affect performance ratings of the teachers.
Conceptual Framework
The research is based on the concept that teachers engage in a myriad of
activities which are specifically involved in directing or facilitating learning in the
classroom. But they also perform activities outside the classroom; help plan
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
23
curricula and curriculum guides, take part in the supervision of activities,
participate in parent-teacher organizations, be involved in committee assignments,
attend conferences and teachers’ meetings and so on. (Aquino 1988) .
According to Zulueta, F. M. and Guimbatan, K. L. (2002), teachers are
often viewed as the most important variable in the classroom. Hence, anything
that concerns them must have an intelligent appraisal.
This study on the assessment of the Performance Appraisal System for
Teachers in the Division of Baguio City has been conceived to focus particularly
on the teachers’ perceptions on the extent of effectiveness, the degree of
seriousness of the problems encountered by the teachers as they rate themselves
and suggestions in order to further improve the rating tool. It presents a
conceptual framework in Figure 1 which will provide the direction for the study.
This operational paradigm includes three sets of variables. These are the
independent, dependent and intervening variables.
The independent variables which are presumed to influence the dependent
variables include the (1)Instructional Competence which is composed of four
major components which are (A) Lesson Planning and Delivery, (B) Technical
Assistance ( for master teachers only), (C) Learner’s Achievement and (D) School,
Home and Community Involvement. (2) Professional and Personal
Characteristics, (3) Punctuality and Attendance, (4) Plus Factors and suggestions
to improve the Performance Appraisal System for Teachers (PAST) and the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
24
conduct of the evaluation.
This study assumes that the intervening variables such as (A) the teachers’
profile as to gender, civil status, age, educational qualification, current position,
and number of years in the service and (B) problems encountered in rating
themselves according to the performance indicators produce the impact upon the
dependent variables. These dependent variables are: (A) extent of effectiveness of
the performance appraisal system for teachers and level of seriousness of the
problems encountered by the teachers in rating themselves according to the
indicators in the performance appraisal for teachers.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
Independent Variables
Intervening Variables
Dependent Variables
Instructional Competence
Profile of
Effect of the Dep. Ed.
Respondents
performance rating form
A Lesson planning and delivery
·school
to teachers’ performance
·district
B. Technical assistance (for master teachers only)
· age
·Highly Effective (HE)-3
· sex
·Moderately
C. Learners’ achievement
· educational
Effective (ME)-2
qualification
·Not Effective (NE)-1
D. School, home and community involvement
· civil status
· current position
Professional and personal characteristics
· number of years
in the service
Punctuality and attendance
Plus Factors
Problems encountered
Degree of Seriousness
a. action research
by the teachers in :
·Very Serious (VS) -3
b. leadership
·Serious (S) -2
c. special projects
a. self- rating
·Not Serious (NS) -1
Others:
b. the conduct of the
a. Suggestions to improve the rating tool
evaluation
b. Suggestions for the conduct of the evaluation
Figure 1.
Paradigm showing the relationships of variables
25
26
Definition of Terms
For the purpose of clarification and better understanding of the study, the
following terms are defined as used in the study.
Central
Schools. These are schools located in main parts of the city where
the schools are located. .
Current
Position.
It is the academic status presently occupied by the
respondents. They maybe Teacher I, Teacher II, Teacher III, or Master Teacher,
Degree of effectiveness. This refers to how well Dep. Ed’s Performance
Appraisal System can gauge the performance of a teacher as to either highly
effective (3), effective (2), not effective (1).
Educational
Qualification. It is the highest degree obtained by the
respondent. The degree maybe Bachelor of Arts, Bachelor of Science, Master of
Arts, Doctor of Education or Doctor of Philosophy.
Instructional
Competence.
This refers to the ability of the teacher to
prepare and deliver lesson plans, improve learner’s achievement and involve
herself/himself in school, home and community activities.
Leadership.
These are the activities done by the teachers such as providing
assistance to co- teachers in improving their teaching competence, serving as
consultant in the preparation of supplementary instructional materials, assisting
school administrators in planning and managing in-service trainings and serving
as demonstration teachers.
27
Learner’s
Achievement. This refers to the number of percentage of pupils
who reached the target or even surpassed it.
Master
Teachers. They are the teachers next in rank to Teacher III. These
teachers provide assistance to teachers in improving their teaching experiences,
assists in the preparation of instructional materials and in the conduct of in-
service trainings and serves as models to the other teachers in their school.
Number of Years in Teaching. It refers to how long the respondents have
been teaching. They might have taught for 1-5 years, 6-10 years, 11-15 years, 16-
20 years or 21 years and above.
Non-Central
Schools. It refers to schools which are located in the different
barrios but far from the business central district.
Outstanding. It refers to a rating with a numerical value of 8.60-10 based
on the performance rating tool.
Performance
Appraisal. It is the process of observing and evaluating an
employee’s performance, recording the assessment, and providing feedback to the
employee.
Performance Appraisal System for Teachers. The term is abbreviated
(PAST). It refers to the evaluation instrument issued for determining the
performance of teachers based on the guidelines of Dep. Ed. Order Number 27,
Series 2002.
28
Performance Rating Form. It refers to the form accomplished by teachers
at the end of each term (November and April). The form includes instructional
competence, professional and personal characteristics, punctuality and attendance
and plus factors.
Plus
Factor.
This refers to the activities or accomplishments not included
in the first three areas of concern; this includes researches conducted, leadership
and special projects.
Poor. This refers to the numerical grade of the teachers with its descriptive
equivalent.
Punctuality
and
Attendance. It means how well the teacher follows the
working hours set by the department of Education.
Satisfactory. It refers to the rating with a numerical value of 4.60-6.59.
Socio-economic
Profile.
This refers to the gender, civil status, age,
highest educational attainment, current position and number of years of the
respondent in teaching.
Suggestions. This refers to the opinions and ideas of the respondents
which will help improve the rating tool.
Target. It means the number of percentage of pupils aimed by the teacher
to attain or even surpass a certain grade. It is usually done at the beginning of the
school year.
29
Teacher. A Dep. Ed. employee whose major job is to teach the subject
required by Dep. Ed. He/She may be Teacher I, Teacher II, Teacher III or Master
Teacher.
Technical
Assistance. This refers to any help given by the master teachers
to their co teachers in improving teaching competence, preparing prototype
instructional materials for use, assisting in the conduct of in-service
trainings/conferences and serving as demonstration teachers.
Unsatisfactory. This is the rating with a numerical value of 2.60- 4.59.
Very
Satisfactory. It is the rating with a numerical value of 6.60-8.59.
Hypotheses of the Study
The research put forward the following hypotheses for verification.
1. The socio-economic profile of the respondents varies.
2. The extent of effectiveness of the Performance Appraisal System for
Teachers is significant.
3. There is a significant difference on the perceptions of the respondents
on the extent of effectiveness of the performance appraisal system for teachers
along gender, age, civil status, educational attainment, current position and years
in teaching.
4. There is a significant effect on the degree of seriousness of the problems
encountered by the teachers in rating themselves according to the indicators in the
Performance Appraisal System for Teachers.
METHODOLOGY
Location of the Study
The study was conducted in three central and three non- central schools in
the city of Baguio which are located in the midst of the mountainous province of
Benguet. It is the lone city of the entire Region of Cordillera. The temperature in
this city is cold and it is the main reason why it is called the Summer Capital of
the Philippines. Figure 1 shows the map of the location of the schools under the
study.
Respondents of the Study
The respondents of the study are 225 permanent teachers of public
elementary schools of Baguio City. Baguio City has 36 complete public
elementary schools with almost 750 permanent teachers. Two schools represented
each district. One of which is a central school while the other, a non central
school. Thirty percent of the total population of teachers provided the much
needed information for the study. These teachers maybe Teacher I, Teacher II,
Teacher III, or Master Teachers. All the teachers from the three central schools of
Baguio and all the teachers from the selected three non central schools served as
respondents of the study. The fish bowl technique was used to select which non-
central school will represent each district.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
31
Table 1. Respondents of the study
DISTRICT/SCHOOL
NUMBER OF TEACHERS
District
I
1. Baguio Central School
70
2. Pacday Quino Elem. School
20
District
II
1.
Quezon
Elem.
School
25
2. Fort Del Pilar Elem. School
33
District
III
1.
Lucban
Elem.
School
57
2. Bonifacio Elementary School 20
Total Number of Teachers
225
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
33
Instrumentation
The study made use of the descriptive-survey method with questionnaire
as the main instrument in gathering the data. The questionnaire has four parts,
namely; profile of the respondents, extent of effectiveness of the Performance
Appraisal System for Teachers, level of seriousness of the problems encountered
by the teachers in rating themselves according to the indicators in the
Performance Appraisal System for Teachers, the conduct of the evaluation, and
suggestions for the improvement of the rating tool. Part I, the personal profile
includes, name (optional), school, district, gender, age, civil status, educational
background, current position and number of years in teaching. Part II concerns the
extent of effectiveness of the Performance Appraisal System for Teachers. Part III
contains the level of seriousness of the problems encountered in rating themselves
according to the performance indicators in the PAST and the conduct of the
evaluation form. Part IV consists of some suggestions for the improvement of the
PAST as well as the manner of the conduct of the same.
The performance appraisal system for teachers is composed of four major
areas: instructional competence, professional and personal characteristics,
punctuality and attendance, and plus factors.
Gathering of Data
The researcher asked permission from the City Schools Superintendent to
conduct the study and distribute the questionnaires to the different schools. When
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
34
it was approved, she asked permission from the District Supervisors and
principals to administer the questionnaires before she personally distributed the
survey questionnaires to the teachers. She personally retrieved them.
Statistical Treatment of the Data
The data gathered in the study were presented in tables, classified and
analyzed. The statistical treatments were presented according to the objectives of
the study.
Frequency counts, weighted mean and chi-square test, t- test, Friedman-
Rank test were used to analyze the data.
The 0.05 level of significance was used as the criterion point for the
acceptance or rejection of the study.
Validity of the Instrument
Some items in the questionnaire were formulated by the researcher based
on his experiences, readings from various materials pertaining to teaching
performance, and interviews from other teachers.
The draft of the instrument was presented to the adviser and the members
for comments and suggestions. Corrections were noted prior to its final draft. The
questionnaire was pre-tested among all the teachers at Magsaysay Elementary
School to test its validity.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
RESULTS AND DISCUSSION
This section presents the analysis and interpretation of the gathered data.
Specifically, it presents the discussion on the socio-economic profile of the
respondents; perception of teachers regarding the extent of effectiveness of the
Performance Appraisal System for Teachers (PAST), the differences of the
perceptions of the respondents on the extent of effectiveness of the PAST along
gender, age, civil status, educational attainment, current position and years in
teaching, the degree of seriousness of the problems encountered by the teachers in
rating themselves according to the indicators in the performance appraisal, the
conduct of the evaluation and some suggestions to improve the rating tool and on
the conduct of the evaluation.
Socio – Economic Profile of the Respondents
Table 2 shows the socio-economic profile of the respondents that includes
gender, civil status, age, educational attainment, current position and number of
years in teaching.
Among the six schools of the Division of Baguio City, there are more
female teachers over the male teachers as shown in the chi-square computed
value of 129.96 as compared to the tabular value of 3.841 at five percent level of
significance. It means that there is a significant difference of the gender of
the respondents.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
36
Table 2. Socio-economic profile of respondents
Bonifacio
Pacday
Baguio
Lucban
Quezon
Fort Del
Elem.
Pilar
Quiño
Central
Elem.
Elem.
Statistical
Elem.
School
Elem.School
School
School
School Total
Analysis
School
Gender
Male 3
2
3
9
3
7
27
X²c = 129.96
Female 17
31
17
61
54
18
198
X²0.05 = 3.841
Total 20
33
20
70
57
25
225
Significant
Civil Status
Single 4
2
2
14
3
8
33
X²c = 237.12
Married 16
30
18
51
52
16
183
X²0.05 = 3.841
Widowed/Separated 0
1
0
5 2
1 9
Significant
Total 20
33
20
70
57
25
225
Age
24-30 1
6
4
8
3
10
32
31-35 9
7
3
12
3
6
40
36-40 5
9
7
19
8
2
50
X²c = 6.86
41-45 0
8
5
9
25
3
50
X²0.05 = 9.488
46 up
5
3
1
22
18
4
53 Not Significant
Total 20
33
20
70
57
25
225
Educ'l. Attainment
BS 6
11
7
17
7
6
54
BS with MA
5
18
10
37
35
9
114
X²c = 173.51
MA/MS 7
3
2
11
13
8
44
X²0.05 = 9.488
MA with Doc. Units
2
0
1
3
0
0
6
Significant
Ed. D./Ph.D.
0
1
0
2
2
2
7
Total 20
33
20
70
57
25
225
Current Position
T-1 9
16
10
30
12
13
90
T-2 4
9
4
15
5
7
44
X²c = 130.23
T-3 6
6
6
21
35
2
76
X²0.05 = 9.488
MT-1 1
2
0
4
5
1
13
Significant
MT-II 0
0
0
0
0
2
2
Total 20
33
20
70
57
25
225
Years in Teaching
1-5 yrs
4
5
3
19
5
12
48
6-10 yrs
9
10
9
16
6
6
56
X²c = 9.34
11-15yrs 4
11
8
15
9
3
50
X²0.05 = 9.488
16-20 yrs
1
2
0
8
18
0
29 Not Significant
21 yrs up
2
5
0
12
19
4
42
Total 20
33
20
70
57
25
225
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
37
Teaching in the public elementary schools of Baguio is dominated by
females. The finding implies that male perspective is becoming a rarity among
teachers.
The finding is in consonance with the article of Walden (2003) on “Up the
Career Ladder” which states that even if men do go into a career in education,
they don’t always stay in the classroom. Many choose to go into administration.
Castro (1996) however, revealed in his study that the male teachers were
motivated to enter the teaching profession on four areas namely, psychological,
social, intellectual and financial. Those whose parents have higher educational
attainment and those with average high school grade, value more the teaching
profession than the low and middle income groups and those whose parents
attained elementary and high school level only and those who got a grade of
outstanding, above average and fair.
Finally, Virgilia (1985) revealed in his study as cited by Castro that there
are also reasons on the part of the female teachers why they remain in the
teaching profession. The respondents rated love of teaching and because of
stability with 100%, it helps and support the family and teaching has prestige and
reputation with 98%, it is a dignified profession with 97%, very challenging job
with 98%, wanting to serve the country with 90%, making the youth children of
God with 88%, and for the satisfaction of fulfillment with only 82%.
Along civil status, teachers differ significantly as shown in the computed
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
38
chi-square value of 237.12 which is higher than the tabular value of 3.841 at
0.05 level of significance. The dominance of married teachers is true to all the six
schools. The result can be attributed to the age of the teachers. As the table also
shows, most of the teachers are within the age bracket of 24 and higher. As cited
by Montemayor (2004), Erik and Erickson, a psychoanalytic theorist, describes
this stage as generative and the sense of stagnation, where one of the social
expectations is to be married and form his/her own family.
Majority of teachers range in age from 46 and above followed by 38 to
45 years. Teachers aged 24-30 years represent the least number. As shown in the
table, the tabular value of 9.488 at five percent level of significance is greater than
the computed chi square value of 6.96. It means that there is no significant
relationship of the number of respondents per age bracket.
This findings imply that majority of the respondents are old. It could be
inferred that most of the teachers grow old in their teaching profession. .
According to educational attainment, majority of the respondents have
started working with their Masters Degree. Only a few are able to finish their
Masters Degree. Those who finished their BS and did not pursue their graduate
studies are these teachers who are new in the service. Still others have been in the
service for a long time but have lost interest to go back to school. This finding
supports the findings of Daodao (2000) in her study concerning the problems in
the pursuit to higher education as added financial responsibility, feelings of
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
39
incompetence to meet requirements, tight and flexible work schedule and poor
quality time to spend with family for not pursuing education.
It goes with the findings of Mina (2005) who believes that education is
still needed after many years of teaching. This can be done through training,
seminars, and pursuing higher education. From time to time, changes will occur in
the educational system as people do in a changing world. It is worth knowing that
educational development is the key to person’s door to prosperity.
The teachers differ significantly in their academic rank. The difference is
indicated by the computed value which is higher than the tabular value at five
percent level of significance. This finding could be attributed to the educational
attainment of the teachers that most of the teachers whether young or old have
only complied with the minimum requirements to be promoted to the next
academic rank. This finding refutes the study of Laureta (1999) on professional
advancement of public elementary teachers of Santol, La union and La Trinidad
which revealed that these teachers were highly motivated to upgrade their
teaching skills. They were moderately motivated to prepare for promotion, by
their peers, relatives and friends, to upgrade salary range, to acquire prestige,
inspired by school head, to qualify to teach in colleges and universities and to
avail of scholarship grants.
Meanwhile, few teachers are able to finish their graduate studies. This
finding could be attributed to lack of support from family members and
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
40
administrators, high tuition fee rates and the high cost of living these days. In
addition, the finding is supported by (Laureta 1999) who pointed out that lack of
funds, heavy teaching loads, lack of time, little opportunity to pursue professional
advancement, presence of schooling dependents, distance from school for
graduate studies, loss of interest , and difficulty in thesis writing are some reasons
for not pursuing graduate studies.
According to years in teaching there is a slight decrease for the number of
teachers who taught for 16-20 years. This could be due to the opening of teaching
jobs in other countries wherein recently, many of the teachers left the country to
work as teachers abroad. As shown in the table, the tabular value of 9.488 at five
percent level of significance is lesser than the tabular value at 9.34. The result
implies that the number of years rendered by the respondents in teaching do not
vary significantly. This finding could be attributed to the staffing pattern wherein
when someone retires; the number of teachers to be hired will not be more than
those who retired.
Perceptions of Teachers on the Extent
of Effectiveness of the Performance
Appraisal System for Teachers
The perceptions of the teachers on the extent of effectiveness of the
Performance Appraisal System for Teachers are shown in Table 3. The result of
the X2r test indicates that the respondents significantly differ in their
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
Table 3: Perceptions of teachers on the extent of effectiveness of the Performance Appraisal System for Teachers
EXTENT OF EFFECTIVENESS
PERFORMANCE INDICATORS
HE
E
NE WM DE
(3)
(2)
(1)
I. Instructional Competence
A. Lesson Planning and Delivery
1. Formulates/adopts objective of lesson plan.
143 82 0 2.64
HE
2. Selects content and prepare instructional materials/teaching aids. 139
86
0
2.62
HE
3. Selects teaching methods/strategies
150
73
2
2.66
HE
4. Relates new lesson with previous knowledge/skills 155
70
0
2.69
HE
5. Provides appropriate motivation
153 128 0 2.81
HE
6. Presents and develops lessons
151 73 1 2.67
HE
7. Conveys ideas clearly
143 82 0 2.64
HE
8. Utilizes the art of questioning to develop higher level of thinking 134 91 0 2.59
HE
9. Ensures pupils/students’ participation
148
77
0
2.68
HE
10. Addresses individual differences
133
90
2
2.58
HE
11. Shows mastery of the subject matter.
156
69
0
2.69
HE
Assessment
12. Diagnosis learner’s needs
142
82
1
2.63
HE
13. Evaluates learning outcomes
147
78
0
2.65
HE
14. Assesses lessons to determine desired outcomes within the allotted
135 90 0 2.60 HE
time
Management of Time and Learning Environment
15. Maintains clean and orderly classroom
158
67
0
2.70
HE
16. Maintains classroom conducive to learning
156
67
2
2.68
HE
41
Average
2.66
HE
Table 3. Continued. . .
PERFORMANCE INDICATORS
EXTENT OF EFFECTIVENESS
HE
E
NE
WM
DE
B. Technical Assistance ( for master teachers only)
1. Provides assistance to teacher in improving their teaching experiences
10
5
0
2.67
HE
2. Prepares prototype instructional materials for use
9
6
0
2.60
HE
3. Assists in the conduct of in-service trainings
8
7
0
2.53
HE
4. Serves as demonstration teacher on innovative teaching techniques,
classroom management and materials development.
9
6
0
2.60
HE
Average
2.60
HE
C. Learner’s Achievement
1. Improves learner’s achievement level
138
87 0 2.61
HE
D. School, Home and Community Involvement
1. Organizes and maintains functional homeroom PTA
121 100 1 2.54 HE
2. Conducts homeroom PTA meetings to report learner’s progress
122 99 4 2.52
HE
3. Disseminate policies, plans, programs and accomplishments to the
schools’ clientele
119 105 1 2.52 HE
4. Participates in community projects and in civic organizations
88 128 9 2.35 E
5. Encourages involvement of parents in school programs and activities 118
106 1 2.52
HE
Average
2.49
E
42
Table 3. Continued . . .
EXTENT OF EFFECTIVENESS
PERFORMANCE INDICATORS
HE E
NE
WM
DE
II. Professional and Personal Characteristics
1. Decisiveness
162
63
0
2.72
HE
2. Honesty/Integrity
170
54
1
2.75
HE
3. Dedication/Commitment
171
53
1
2.76
HE
4. Initiative/Resourcefulness 166
58
1
2.73
HE
5. Courtesy
166
58
1
2.73
HE
6. Human Relations
173
51
1
2.76
HE
7. Leadership
145
79
1
2.64
HE
8. Stress Tolerance
143
79
3
2.62
HE
9. Fairness/Justice
170
54
1
2.75
HE
10. Proper Attire/Good Grooming
160
62
3
2.69
HE
Average
2.72
HE
III. Punctuality and Attendance
Punctuality- Number of times tardy during the rating period
148
73
2
2.63
HE
Attendance- Number of days absent during the rating period
148
63
9
2.62
HE
Average
2.63
HE
IV. Plus Factors
Researches Conducted, Leadership Special Projects
73 128
24
2.22
E
X2 r = 12.286 * X20.05 = 5.991 * Significant
Category Statistical Limit
Description
3 2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49
Effective (E)
1 1.0 – 1.49
Not effective (NE)
43
44
perception of the extent of effectiveness of the Performance Appraisal System for
Teachers as indicated by the higher computed value of 12.286 as compared to the
tabular value of 5.991 at 0.05 level of significance. The hypothesis that the extent
of effectiveness of the Performance Appraisal System for teachers is significant is
therefore accepted. The finding means that teachers differ in their perceptions on
the extent of effectiveness of the Performance Appraisal System for Teachers.
Instructional competence and provides appropriate motivation tops the
average weighted mean. Coming up next is maintains clean and orderly classroom
followed by relates new lesson with previous knowledge /skills and shows
mastery of the subject matter. Participates in community projects and in civic
organizations got the lowest weighted mean of 2.35. On the average, all
performance indicators under instructional competence are perceived by the
teachers to be highly effective with an average weighted mean of 2.66. This
means that teachers are highly aware of their roles in attaining Dep Ed vision of
providing a school system where teachers and principals achieve the desired
learning outcome not only because they are empowered, competent and
accountable but because they care.
The performance indicators under school, home, and community
involvement were perceived by the teachers as effective with an average weighted
mean of 2.49. This finding could be attributed to the problems encountered by
teachers in parent involvement programs. Only few parents are actively involved
45
in school community activities. This finding is in consonance with the idea of
Honig (1990) that some parents are uninvolved or disinterested due to personal
problems, parental fears, difficulty in seeing self as educator and responsible
person in the life of a child. The findings of Agnaonao (1999) on her study about
the role of parent-teacher-community association on pupil development are in
contrast with this finding. The home factor, pupil factor, teacher factor, and
community factor have significant effect of the attainment of the objectives of the
parent-teacher-community association.
Table 3 also reveals that teachers perceived the performance indicator on
participates in community projects and in civic organizations the lowest in rank
with an average weighted mean of 2.35. This finding could be attributed to the
multifarious roles of teachers and they barely have time to participate in
community projects and in civic organizations. Most teachers are overloaded, thus,
they do not have much time for other activities. This study is in contrast with
Lamug (2003) who said that educators must concern themselves not only with the
psychology of children but also with the sociology of human behavior. The effect
of the family, neighborhood and community upon young people is demanding
more increasingly more attention. No individual develops apart from the culture
in which he lives. Every man is the product of his time and place. In order to
understand the children, to plan daily activities intelligently, and to work
successfully with parents, teachers must know the social forces that shape the
46
community.
Under professional and personal characteristics of teachers,
dedication/commitment tops the weighted mean followed by honesty/integrity and
fairness/ justice. Stress tolerance got the lowest weighted mean followed by
leadership and proper attire/good grooming. Expectedly, teachers perceived all
the performance indicators to be highly effective with an average weighted mean
of 2.72. The results could be attributed to the fact that the performance indicators
under personal and professional characteristics are necessities for a teacher to be
able to perform his functions and responsibilities as a teacher. This finding
confirms the idea Danao (1991) when he talked about the tremendous impact of a
teacher to the children considering the thousands of hours she spends with her
pupils in the course of her professional career. Therefore, she must accept her role
in sharing, knowledge and in giving insight into the possible guidance and
experiences that will enable pupils to grow and develop toward intelligent and
wholesome maturity.
Further, this finding supports the idea of Aquino (2002) in his article on
Enhancing the Teacher’s Personal Effectiveness for Effective Teaching and
Learning that pleasing personality enhances the personal effectiveness of a
teacher and commands the respect of her pupils, fellow teachers, superiors, and
the community. Other factors such as good grooming, well-modulated voice,
sense of humor, devotion to duty, professional growth and fairness also enhance
47
the teachers’ personal effectiveness for effective teaching and learning.
Along punctuality and attendance, the average weighted mean of 2.63
reveals that teachers perceived this performance indicator as highly effective in
gauging the performance of teachers. This implies that teachers play important
roles in the teaching – learning process. Thus, their absence paralyzes the learning
process.
The findings of this study supports the idea of Sabbaluca (2003) that
unauthorized absences, early departures, extended breaks or slow downs redounds
to low production and detergent in the quest for quality education.
Plus factors are perceived by teachers to be effective. Among all the
performance indicators in the performance rating form, plus factors were given
the lowest weighted mean of 2.22. This finding could be attributed to the number
of pupils they have with a lot of activities other than teaching to attend to.
Majority of the respondents is also married with families to attend to so they do
not have much time to conduct researches, and perform special projects. This
finding supports the finding of Surasak (2000) that in private schools, they have
lesser number of pupils so they have more time to conduct researches. In the
public schools, they cannot deny enrollment, and so, they have no time for
research. Teachers pointed out that they recognize that research helps them
discover new approaches, methods and techniques in teaching.
This study supports the idea of Bautista (1993) when he said that let the
48
teacher teach and teach: keep away from too much paper work and other
intervening activities during teaching days, and provide her with technical
assistance if necessary.
Furthermore, the findings of Toyoken (2002) revealed that the area on plus
factors was fairly understood which indicates the lack of knowledge on plus
factors, lack of time in earning plus factors due to additional activities and
backing for special projects.
Respondents’ Perceptions on the Extent
of Effectiveness of the Performance
Appraisal System for Teachers as
to their Socio-Economic Profile
Gender
Table 4 shows the differences of the perceptions of the respondents
according to gender on the extent of effectiveness of the Performance Appraisal
System for Teachers.
Based on the chi-square test, the computed value of 1.86 is lower than the
tabular value of 2.145 at five percent level of significance. This proves that there
is a significant difference on the extent of effectiveness of the Performance
Appraisal System for Teachers. Therefore, the hypothesis that there is a
significant difference on the perception of the respondents on the extent of
effectiveness of the performance appraisal system for teachers along gender is
rejected.
Table 4. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for
teachers according to gender
PERFORMANCE INDICATORS GENDER_____
Male Female AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.51 2.73 2.62 HE
B. Technical Assistance (For Master Teachers Only) 2.75 2.60 2.68 HE
C. Learners’ Achievement 2.33 2.70 2.52 HE
D. School, Home and Community Involvement 2.30 2.55 2.43 E
II. Professional and Personal Characteristics 2.54 2.76 2.65 HE
III. Punctuality and Attendance 2.56 2.76 2.66 HE
IV. Plus Factors 2.26 2.28 2.27 E
t c = 1.86ns t 0.05 = 2.145 Not Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
49
50
Professional and personal characteristics together with punctuality and
attendance were rated by the females with the highest average weighted mean.
Coming up next is technical assistance which was rated the highest by the males.
Plus factors got the lowest weighted mean given by both males and females. The
performance indicator on school, home and community involvement and learners’
achievement was also perceived by the males to be effective while the females
perceived them as highly effective.
These findings could be attributed to the subjects taught by the males
such as industrial arts, agriculture and physical education. In these subject areas,
pupils are usually taught hands on. Pupils usually do not finish their work within
the allotted time due to lack of tools for industrial arts and agriculture.
On the other hand, females perceived all the items under instructional
competence to be highly effective. The result implies that females are more
receptive to suggestions and instructions than males. For technical assistance, the
indicators are intended for master teachers only. The average weighted mean for
males and females show that both perceive the indicators to be highly effective.
Along school, home and community involvement, males perceived the
items to be effective with an average weighted mean of 2.30 while females
perceived all the items to be highly effective with an average weighted mean of
2.55 except on the item on participates in community projects and civic
organizations which was perceived to be effective.
51
This finding could be attributed to teachers’ multifarious duties and
responsibilities and do not have enough time to participate in community projects
and civic organizations.
Expectedly, females believed the indicators under school, home and
community involvement to be highly effective. This finding implies that female
teachers believe that the parents in the home and the teachers in the schools
should have a sympathetic understanding of one another’s work. This is supported
by the idea of Dela Peña (2005) that parents and teachers should labor together
harmoniously to benefit the children physically, mentally, and spiritually.
Males and females perceived the performance indicators under
professional and personal characteristics to be highly effective. Male teachers
though, perceive initiative/resourcefulness, stress tolerance, and fairness/justice to
be effective. This result could be attributed to the fact that females are more
patient and resourceful than the males.
On punctuality and attendance, both males and females perceive these
performance indicators to be highly effective. Attendance and punctuality are
necessities for every employee in every agency. This finding supports the idea of
Raymundo (1995) that teachers should be punctual for pupils expect their teachers
to be models.
Male and female teachers perceived plus factors to be effective with an
average weighted mean of 2.26 and 2.28 respectively. This implies that teachers
52
are engrossed with their roles inside the classroom and find less time for research
and other extra curricular activities. The findings of this study supports the
findings of Toyoken (2002) that the area on plus factors is fairly understood by
the respondents. Furthermore, Ocampo’s (1987) findings indicates the lack of
knowledge on plus factors and the lack of time in earning points due to additional
activities and backing for special projects.
Age
Table 5 shows the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to age.
The result of the X2r test indicates that the respondents significantly differ
on their perceptions on the extent of effectiveness of the performance appraisal
system for teachers as shown by the higher computed value of 12.11 as compared
to the tabular value of 9.488 at 0.05 level of significance. Thus, the hypothesis
that there is a significant difference on the extent of effectiveness of the
perceptions of teachers according to age is accepted. The findings imply that the
age of the respondents affects their perception on the extent of effectiveness of the
performance appraisal system for teachers. As one matures, he gains more
experiences which will affect how he reacts and decides.
In addition, the result is similar to the idea of Anderson (1959) that in
many cases the performance of older workers differed from that of the younger
ones. They even differed in expectations as shown by Henricks (1959) as cited by
Table 5. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for
teachers according to age
PERFORMANCE INDICATORS
AGE RANGE
24-30 31-35 36-40 41-45 46-UP AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.51 2.65 2.69 2.62 2.78 2.65 HE
B. Technical Assistance (For Master Teachers Only) - - 2.35 2.88 2.67 2.63 HE
C. Learners’ Achievement 2.56 2.62 2.70 2.58 2.75 2.64 HE
D. School, Home and Community Involvement 2.41 2.49 2.60 2.50 2.54 2.51 HE
II. Professional and Personal Characteristics 2.60 2.77 2.74 2.71 2.82 2.73 HE
III. Punctuality and Attendance 2.75 2.78 2.66 2.60 2.63 2.63 HE
IV. Plus Factors 2.28 2.28 2.40 2.18 2.56 2.34 E
X 2 r = 12.11* X 2 0.05 = 9.488 * Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
53
54
Anderson who found that younger employees had significantly higher
expectations regarding salary increase than the older ones.
Civil Status
Table 6 shows the perceptions of teachers on the extent of effectiveness of
the performance appraisal system for teachers according to civil status The X2r
test shows that the respondents differ significantly in their perceptions on the
extent of effectiveness of the performance appraisal system for teachers as
indicated by the higher computed value of 7.71 as compared to the tabular value
of 5.991 at 0.05 level of significance. The hypothesis that there is a significant
difference on the perceptions of the respondents on the extent of effectiveness of
the performance appraisal system for teachers according to civil status is therefore
accepted.
The finding means that civil status affects the perceptions of the teachers
regarding extent of effectiveness of the performance appraisal system for teachers.
On the average, the performance indicators under instructional competence were
perceived by the respondents whether single, married, widowed or separated to be
highly effective. However, seven performance indicators under instructional
competence were perceived by the single respondents to be effective. However,
seven performance indicators under instructional competence were perceived by
the single respondents to be effective. Selects content and prepare instructional
materials or teaching aids, selects teaching methods or strategies, presents and
54
55
Table 6. Perceptions of the respondents on the extent of effectiveness of the
performance appraisal system for teachers according to civil status
PERFORMANCE INDICATORS
CIVIL STATUS
Single Married Widowed /
Separated AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery
2.50 2.73 2.64 2.63 HE
B. Technical Assistance 2.17 2.82 3.00 2.66 HE
(for Master Teachers only)
C. Learners’ Achievement 2.58 2.69 2.67 2.65 HE
D. School, Home and
Community Involvement 2.35 2.39 2.63 2.46 E
II. Professional and Personal
Characteristics 2.69 2.78 2.89 2.79 HE
III. Punctuality and Attendance 2.68 2.71 2.67 2.69 HE
IV. Plus Factors 2.09 2.20 2.67 2.32 E
X2r = 7.71 * X20.05 = 5.991
*Significant
Category
Statistical Limit
Description
3
2.50 – 3.00
Highly Effective (HE)
2 1.50 – 2.49
Effective (E)
1 1.00 – 1.49 Not Effective (NE)
develops lessons, conveys ideas clearly, assesses lessons to determine desired
outcomes within the allotted time and maintains a clean and orderly classroom
were perceived by the single teachers to be effective. This finding could be
attributed to the years in service of these respondents. Most of the single
55
56
respondents are new in the service. As one matures in the service, his experiences
would play a great role in the realization of his goals. Expectedly, all married and
widowed or separated respondents perceived all the performance indicators under
instructional competence to be highly effective.
Along technical assistance which is intended for master teachers only,
single master teachers perceived this indicator to be effective while the married
teachers and widowed or separated perceived them as highly effective. The
findings imply that married teachers and widowed or separated teachers are more
aware of their role as master teachers.
Along school, home and community involvement, single and married
teachers perceived the item to be effective while widowed/divorced teachers
perceived the indicators to be highly effective. This finding could be attributed to
the experiences of teachers with regards to homeroom parent-teachers’
association. This finding supports the idea of Allen and Catron (1999) that the
complexities of modern life, the presence of balancing work and family
commitments, and the demands on parents’ time are factors that contribute to an
expanded view of parent participation.
Expectedly, all teachers regardless of civil status perceived all the
performance indicators under professional and personal characteristics to be
highly effective. This perception indicates that these respondents firmly believe
that professional and personal characteristics play an important role
56
57
in becoming an efficient and effective teacher.
Educational Attainment
Table 7 presents the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
educational attainment. The X2 r test proves that the respondents regardless of
educational attainment do not differ significantly in their perception on the extent
of effectiveness of the performance appraisal system for teachers as indicated by
the lower computed value of 5.51 compared to the tabular value of 9.488 at 0.05
level of significance. The hypothesis, that there is a significant difference of the
perceptions of the respondents on the extent of effectiveness according to
educational attainment is therefore rejected.
This finding could be attributed to the fact that most of the respondents
belong to the same level of educational attainment. The result is negated by
Carantes (1994) that educational attainment has a significant relationship on
teacher performance.
On instructional competence, all teachers regardless of educational
attainment perceived the performance indicators under instructional competence
to be highly effective. Surprisingly “selects teaching methods/strategies” and
“conveys ideas clearly” were perceived by teachers who are Bachelor of Science
graduates to be effective as shown by the weighted mean of 2.49. From this
finding, we could infer that most of these teachers were new in the service so they
57
Table 7. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for teachers
according to educational attainment
EDUCATIONAL ATTAINMENT___________
PERFORMANCE INDICATORS
BS BS with MA MA with Ed. D. / AWM DE
MA units Doc’ Units Ph. D.
I. Instructional Competence
A. Lesson Planning and Delivery 2.57 2.69 2.58 2.68 2.76 2.66 HE
B. Technical Assistance (For Master Teachers Only) 2.75 2.68 2.60 - - 2.68 HE
C. Learners’ Achievement 2.58 2.68 2.50 2.50 2.75 2.60 HE
D. School, Home and Community Involvement 2.62 2.50 2. 42 2.47 2.50 2.50 HE
II. Professional and Personal Characteristics 2.70 2.77 2.67 2.63 2.69 2.69 HE
III. Punctuality and Attendance 2.82 2.68 2.58 2.59 2.69 2.67 HE
IV. Plus Factors 2.06 2.20 2.34 2.20 2.62 2.28 E
X 2 r = 5.51ns X 2 0.05 = 9.488 Not Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
58
58
59
have attended a few in – service trainings which were intended for teacher
development. Navarro (1986) emphasized that one truism that has been proven
time and again is that the teacher makes the difference. The qualities of the
teacher’s interactions with his students determine to a large extent how successful
or unsuccessful the results of his efforts are. It is therefore important that a teacher
understands clearly what he should do to bring about desirable learning to the
students. He should be proficient in the skills necessary to carry out his
responsibilities and tasks.
Furthermore, Licuanan (2003) pointed out that teacher development is the
concern of many groups committed to the improvements of standards of
education in the country. At the Basic Education level, the Department of
Education, higher education institutions with teacher education departments, non-
governmental organizations and civic groups have become increasingly active in
the in-service training of teachers in order that those already in the teaching
profession can improve themselves as teachers and thus more effectively become
a truly positive force in the development of students.
On technical assistance which is intended for master teachers only, the
table shows that there are no teachers who finished their Master of Arts degree
with doctoral units and those who finished their doctoral degree. It means that it is
not a requirement for being a master teacher. On the average, the table shows that
these master teachers perceived the performance indicators under technical
59
60
assistance to be highly effective except on assists in the conduct of in-service
trainings which was perceived to be effective by the Bachelor of Science
graduates and prepares prototype instructional materials for use which was
perceived by the teachers who had some MA units to be effective. These could be
attributed to the fact that most master teachers handle advisory classes and are
engaged in much paperwork. This finding is different from Alimba (2002) where
she found out that administrators perceived that utilization of master teachers in
every school to assist other teachers in their instructional needs as one of the best
strategies. Furthermore, she said that the master teachers’ role is to provide
assistance to their peer in their classroom work so they can improve the quality of
their teaching.
Surprisingly, performance indicators under School, Home and Community
Involvement got the lowest weighted mean given by all respondents. All
respondents except those who had doctoral units and those who finished their
doctoral degree perceived these indicators to be effective. The
perceived
difference in the extent of effectiveness of the performance indicator “Home,
School, and Community Involvement” maybe attributed to the experiences of
teachers with groups of parents that they have every year. Only few parents are
responsive to information about parents’ – teachers’ meetings. This finding
supports the study of Galaang (1999) on Instructional Management Skills to
Primary Teachers in the Public Elementary Schools in Region I where she
60
61
mentioned the 13 problems encountered in the instructional management skills of
primary teachers in the public elementary schools in region I. Lack of parents
concern for the welfare of their school children in school ranked third. This
finding further supports the finding of Chanao (1998) that there is no significant
difference in the extent of involvement of parents and teachers in PTA activities.
Meanwhile, the average weighted mean of the perceived extent of
effectiveness of the performance indicators under professional and personal
characteristics ranges from 2.63 to 2.70. The results indicate that all the
performance indicators are perceived by the respondents to be highly effective.
The result implies that there is no significant difference on the perceptions
of the teachers in relation to educational attainment. However, teachers perceive it
in different degrees. The difference is an indication that teachers’ characteristics
are associated problems affecting the educational system such as lack of school
facilities, problems of pay scale of teachers, uncontrollable growth rate of school
children, and low morale of teachers (Petilla 2003).
Meanwhile, the average weighted mean of the perceived extent of
effectiveness of punctuality and attendance ranges from 2.58 - 2.98. The result
implies that punctuality and attendance are highly effective in gauging the
performance of teachers. This finding is the same with the idea of Dela Cruz
(2006) when he said that time is so precious so teachers should stay in their
classroom teaching their pupils.
61
62
The respondents perceived plus factors to be effective except those who
finished their doctoral degree who perceived the indicator to be highly effective.
The finding may be attributed to lack of knowledge on plus factors. Other reasons
could be due to the fact that public school teachers handle big classes and are
overloaded. These would hamper the teachers from doing extra work other than
teaching. The finding supports the study of Ocampo (1987) where she found the
area on plus factors were perceived by the teachers to be moderately effective.
Further, she emphasized that some of the problems encountered are inadequate
background and information as well as negative attitude towards evaluation.
Current Position
Table 8 reveals the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
current position. The X 2 r shows that the respondents do not differ significantly on
their perceptions as shown by the computed value of 3.86 which is lesser than the
tabular value of 7.815 at 0.05 level of significance. The hypothesis that there is a
significant difference of the extent of effectiveness of the performance appraisal
system for teachers according to current position is therefore rejected. On the
average, the result implies that current position of the respondents does not affect
the perception of the respondents regarding the extent of effectiveness of the
content of the performance appraisal system. Teacher III perceived the
62
Table 8. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for
teachers according to current position
CURRENT POSITION
PERFORMANCE INDICATORS
Teacher Teacher Teacher Master
I II III Teacher AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.65 2.68 2.74 2.69 2.69 HE
B. Technical Assistance (For Master Teachers Only) - - - 2.50 2.50 HE
C. Learners’ Achievement 2.61 2.71 2.70 2.60 2.66 HE
D. School, Home and Community Involvement 2.50 2.59 2.46 2.61 2.54 HE
II. Professional and Personal Characteristics 2.67 2.76 2.79 2.85 2.77 HE
III. Punctuality and Attendance 2.75 2.56 2.63 2.78 2.68 HE
IV. Plus Factors 2.23 2.49 2.37 2.53 2.41 E
X 2 r = 3.86 ns X 2 0.05 = 7.815 Not Significant
Category
Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
63
1 1.00 – 1.49 Not Effective (NE)
63
64
performance indicators under instructional competence to be highly effective and
with the highest average weighted mean but the same group of teachers perceived
the performance indicators under school, home and community involvement with
2.46 which means it is effective to them. This could be attributed to the attitude of
most parents which could be due to the fact that most parents have to work and
find less time to attend to PTA activities.
On punctuality and attendance and plus factors, Teacher II perceived the
indicators to be effective while Teacher I, II and Master Teachers perceived the
indicators to be highly effective. On the average, punctuality and attendance were
perceived to be highly effective which means that teachers are aware of their
roles that without them, teaching – learning process will be interrupted.
Years in Teaching
Table 9 shows the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
number of years in teaching. The X2r test proves that the respondents differ
significantly on their perceptions on the extent of effectiveness of the
performance appraisal system for teachers as shown by the higher computed value
of 13.57 as compared to the tabular value of 9.49 at 0.05 level of significance.
The hypothesis that there is a significant difference on the perceptions of the
respondents on the extent of effectiveness of performance appraisal system for
teachers is therefore accepted.
64
Table 9. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system
for teachers according to years in teaching
PERFORMANCE INDICATORS
_ ___ YEARS IN TEACHING
1 – 5 6-10 11-15 16-20 21 UP AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.67 2.66 2.64 2.64 2.80 2.68 HE
B. Technical Assistance
(For Master Teachers Only) - 2.5 0 2.94 2.00 2.73 2.54 HE
C. Learners’ Achievement 2.68 2.57 2.62 2.51 2.83 2.64 HE
D. School, Home and Community
Involvement 2.47 2.59 2.43 2.36 2.68 2.51 HE
II. Professional and Personal Characteristics 2.74 2.64 2.67 2.66 2.94 2.73 HE
III. Punctuality and Attendance 2.74 2.64 2.66 2.68 3.00 2.74 HE
IV. Plus Factors 2.23 2.23 2.40 2.31 2.57 2.35 HE
X 2 r = 13.57 * X 2 0.05 = 9.49 * Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
65
65
66
The result implies that the number of years in teaching affects the
perception of teachers regarding the extent of effectiveness of the performance
appraisal system for teachers. Experience plays a great role in decision making in
relation to teaching. This result supports the study of Parra (1990) as cited by
Sameon II (2002) when he concluded that the greater the number of years in
teaching perceived their level of teaching effectiveness better than those with
fewer years in the field of teaching.
On the average, instructional competence was perceived by all
respondents regardless of the number of years in teaching to be highly effective.
This shows that teachers are highly aware of their roles in attaining the desired
learning outcome. However, on technical assistance, it was perceived to be
effective by the teachers who served 16-20 years. School, home and community
involvement was perceived by teachers who served for 1-5 years, 11-15 years and
16-20 years to be effective. This finding could be attributed to too many school
activities wherein teachers have to attend to. The finding is in contrast with the
idea of Dela Peña (2005) that parents and teachers should continue working
hand – in- hand so that school related projects be undertaken fully. Parents and
teachers should always maintain open communication so that negative attitudes
towards each other be settled or cleared, must be open - minded individuals so
that acceptable measures be applied.
Along professional and personal characteristics, all performance indicators
were perceived to be highly effective by all respondents. This shows that the
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contents are necessary in order for learning to occur. Pupils, parents and co-
workers would respect and trust any employee who is dedicated/committed,
resourceful, courteous, fair, and can make good decisions, dresses properly and
most of all with good human relations. The personality of the teacher greatly
affects the teaching-learning process. This supports the findings of Toyoken
(2002) that the area is accepted by the respondents in gauging the performance of
teachers.
Furthermore, this finding agrees with the idea of Aquino (2002) that
grooming enhances the personal effectiveness of a teacher. A well-groomed
teacher is personally effective in and outside the classroom. Devotion to duty,
fairness, physique, having well-modulated voice, smile, teachers’ license and
professional growth are among the ways of enhancing teachers’ personal
effectiveness.
Surprisingly, teachers who served 16-20 years in teaching perceived
dedication/commitment to be effective with a weighted mean of 2.00. This is in
contrast with Aquino (2002) who said that devotion to duty is a way of enhancing
teachers’ effectiveness. However, they perceived it to be effective and they still
believed that the teaching-learning process is the greatest beneficiary in their
devotion to duty.
The performance indicators on plus factors were perceived to be effective
except teachers who had been teaching for 21 years and above who perceived it to
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be highly effective. The finding implies that the performance indicators under
plus factors should be explained thoroughly to the teachers.
Degree of Seriousness of the Problems
Encountered by the Teachers
In Self-Rating
The perceptions of teachers on the degree of seriousness of the problems
encountered are presented in Table 10. The degree of seriousness of the problems
encountered is expressed in the following scale: 3 – very serious, 2 – serious, 1 –
not serious. As shown in the table, teachers perceived the problems to be serious.
Result of the Friedman Rank test indicates that the respondents differ
significantly as to their perceptions on the degree of seriousness of the problems
as shown by the computed value of 12.00 which is higher than the tabular value of
5. 991 at 0.05 level of significance. Thus, the hypothesis that there is a significant
effect on the degree of seriousness of the problems encountered by the teachers in
rating themselves according to the indicators in the performance appraisal system
for teachers and the conduct of the evaluation is accepted. The result could be
attributed to the manner of the conduct of the evaluation and the attitude of the
teachers in accomplishing the evaluation form.
This finding is in consonance with the idea of Dessler (2001) that no
matter how well a rating procedure or instrument may have been made; the
performance appraisal may be attended by errors in its use. Cabatu (1994) further
emphasized that the process of evaluation especially the appraisal of performance
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Table 10. Degree of seriousness of the problems encountered by the teachers in
rating themselves according to the indicators in the performance
appraisal system for teachers.
PROBLEMS ENCOUNTERED DEGREE OF SERIOUSNESS
BY THE TEACHERS VS S NS TOTAL WM DE
A. In self rating
Clarity of objectives
43 94 81
218 1.83 S
Fairness of the process 46
95 82 223 1.84 S
Understanding the content
of the Performance Appraisal
System for Teachers 36 113 76 225 1.82 S
Subjective
33
110 82 225 1.78 S
B. The conduct of the evaluation
Attitude in accomplishing the
evaluation form
50 97
78 225 1.88 S
Manner of the conduct of the
evaluation
42 106 77 225 1.84 S
X2 r = 12.00*
X2 0.05 = 5.991
* Significant
Legend;
VS - Very Serious
S – Serious
NS – Not Serious
WM – Weighted Mean
Category
Statistical Limit
Description
3
2.50 – 3.00
Very Serious (VS)
2
1.50 – 2.49
Serious (S)
1
1.00 – 1.49
Not Serious (NS)
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is a human endeavor and being a human activity at that it is frequently subject to
certain errors and weaknesses. In this case, administrators should maintain
objectivity to avoid faculty distrust towards evaluation.
The result shows that the degree of seriousness of the problems
encountered by the teachers in rating themselves according to the indicators of the
performance rating and the conduct of the same were perceived by the
respondents to be serious. In addition, the result could be attributed to the manner
of the conduct of the evaluation wherein regular feedback is not provided to the
teachers which is intended for development purposes. It supports the findings of
Toyoken (2002) that the respondents lack understanding on the process of
accomplishing the rating form and not the content due to certain complexities in
the manner of accomplishing the rating form. Moreover, the problem encountered
is lack of orientation on the manner of accomplishing the rating form.
Furthermore, Toyoken’s findings revealed that the respondents perceived
the problem on subjectivity to be moderately serious, and the clarity of objectives
to be fairly serious. The administrators perceived the problem on unclear
objectives to be moderately serious since there were no post conferences or
orientations conducted to clarify the objectives of the evaluation.
Many people attribute good performance to their own efforts and blame
poor performance on other factors. These biases can be moderated if objective
standards exist and the ratee is regularly provided genuine feedback. As these
evaluations tend to focus on personal growth and motivation, they are best used
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for developmental, rather than administrative purposes (Bowman, 1999).
These results support the study of Velasco (2006) that administrators
perceived the degree of seriousness of the problems met in the evaluation of
school administrators that some are not honest enough in filling in the
performance rating form, neither objective nor subjective criteria for evaluation,
negative attitude of the school administrators and too many portfolios to prepare.
However, a bias in giving grades/evaluating school administrators is perceived
not serious. Furthermore, fairness in giving of performance appraisal system for
teachers is very much needed (Del Valle, 2005).
Teacher evaluation is a necessary step in ensuring good schooling. As
shown, several authors have identified the importance of evaluation as well as
characteristics of a good evaluation tool. Since they claim no evaluation tool is
perfect, it is necessary to improve the evaluation tool, just as a person is evaluated
in order to determine his strengths and weaknesses. As stated by Dessler (2001),
appraisals provide the opportunity to review the employee’s career plans in the
light of his/her exhibited strengths and weaknesses, allows the boss and
subordinates develop a plan for correcting deficiencies the appraisals might have
unearthed and to reinforce the things the subordinates do correctly.
The suggestions are strengthened by Vicentino (2002) that the appraisal of
a worker’s performance should aim in keeping him informed of the level of
achievement he has attained in accordance with the target set for him within a
period as observed by the rater. It should challenge him constructively to improve
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his performance by informing him how far he has gone and how much he has to
do to cope with the goal, in case his pace leaves much to be desired.
Suggestions for the Improvement
of the Performance Appraisal
System for Teachers
Sixty two percent of the respondents agreed that demonstrates flexibility
and being responsive are important characteristics of a good teacher. Teachers
must seek to develop greater levels of understanding and to make changes when
necessary. The finding supports Caluag (2003) who said that teachers should
persevere in spite negative reactions and further states be flexible and learn from
failure. One can always make a U – turn or build on criticism and disappointment.
Another suggestion was conveys ideas clearly and accurately. A teacher must
possess good communication skills and this can be enhanced through trainings,
active participation during seminars and symposiums. Learning involves
communication between teachers and learners. As a co-communicator, the teacher
is tasked to develop student’s communicative skills for effective interaction. As
shown in the table, seventy five percent of the respondents believed that positive
attitude is a factor that should be rated since they believe that this is an important
factors in the teaching-learning process. Further, seventy three percent of the
respondents agreed that in-service trainings as part of professional development
are important for every teacher. This is corroborated by the findings of (Alimba
2002) that teachers perceived that sending teachers to appropriate trainings to be
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Table 11. Some suggestions to be included under each item to further improve the
performance appraisal system for teachers
SUGGESTIONS
FREQUENCY PERCENTAGE
1. Demonstrates flexibility and responsiveness
139
62%
2. Conveys ideas clearly and accurately
124
55%
II. Professional and Personal Characteristics
3. Obedience
119
53%
4. Positive Attitude
168
75%
IV. Plus Factors
5. Trained and coached a contestant in school
139
62%
level
6. Subject area/coordinator in school
135
60%
7. In-service trainings
165
73%
Others:
8. Functional/responsible faculty club officer
2
0.89%
9. Peacemaker teacher in the school
2 0.89%
and in the community
X2 c =15.024*
X2 0.05 -12.592
* Significant
to be very effective.
An internet article entitled “Teachers for the 21ST Century Making the
Difference” stresses the importance of professional development of teachers to
quality education. It states that quality teachers are themselves learners and that
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74
one of the eight key factors that explains differences in comparable rates of
student achievement was the extent to which teachers have participated in recent
intensive professional development programs. It points out a research that
confirms the value of professional development where it is identified and
implemented within the school context to meet the needs of their teachers and
students for the continuous professional practice. Central to its effectiveness are:
the support for education systems and schools to embed professional development
effectively in conventional work practices; the extent to which professional
development is centered on the curriculum and agreed student learning outcomes,
and the willingness of teachers to take responsibility for their own professional
growth, to reflect upon their practices, try new approaches and make collaborative
decisions about future studies and priorities.
Furthermore, to be an effective teacher, he must be trustworthy, and can
encourage good things in their co-teachers and administrators. He must have a
positive attitude towards his work ( Nolasco, 2006).
Trained and coached a contestant in school level and being a subject area
coordinator/chairman in school level are perceived by sixty two and sixty percent
respectively by the respondents as factor to be rated. These are added job
assignments to teachers who work hard humbly doing their work in the classroom
and are only too happy and grateful if their little deeds well done are recognized
by their superiors. Praising them in the simplest way can work wonders in their
attitudes toward their work. This corroborates with the finding of Alimba (2002)
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that teachers are much inspired when their work is recognized because they find
worth in the time, effort and even money invested in their work. Their morale is
greatly located.
Moreover, fifty three percent of the teachers believed that obedience is a
professional characteristic a teacher should possess. Teachers should comply with
the norms of the system.
Some suggestions were given such as functional /responsible faculty club
officer and peacemaker in the school and in the community were suggested by
some teachers to be part of the performance appraisal. These suggestions could be
attributed to the fact that being a faculty club officer would mean extra time and
effort to be extended for the good of the association. Likewise, being a
peacemaker at school and in the community is a part of the teachers’ role in
nation building. They serve as second parents and models at school. In addition,
they must have respect for people, faith in their intelligence, and the willingness
to enter into human relations on the basis of equality, the give and take
relationships with peers and/or co-workers, parents and citizens (Sabbaluca, 2003).
Some Suggestions for the Conduct
of the Evaluation
Table 12 presents the suggestions on the conduct of the evaluation. The
same respondents ranked the suggestions on the conduct of the evaluation.
Teachers rate themselves has an average weighted mean of 1.96. A committee
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Table 12. Suggestions for the conduct of the evaluation
SUGGESTIONS __FREQUENCY__ WM DE
1 2 3
Teachers rate themselves. 82 70 73 1.96 P
A committee to be created to
accomplish the performance rating
rating form for the teacher instead
of self-rating.
53 74 97 2.20 P
Teachers rate themselves but a
committee should be assigned to
validate the rating based on the
performance targets prepared at
the beginning of the school year. 86 85 53 1.85 P
Average Weighted Mean
2.00
Category
Statistical Limit Descriptive Equivalent
1
1.0 – 1.49
Very Much Preferred (VMP)
2 1.50 – 2.49 Preferred (P)
3 2.50 – 3.00 Least Preferred (LP)
should be created to accomplish the performance rating form for the teacher
instead of self-rating has an average weighted mean of 2.20 while teachers rate
themselves but a committee should be assigned to validate the rating based on the
performance targets prepared at the beginning of the school year has a weighted
mean of 1.85. Other suggestions such as teachers rate themselves with a group to
assess, teachers rate themselves but the school head will validate it basing it from
his records and observations. One teacher also suggests that the teacher and the
principal will do the rating.
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The findings imply that most public elementary school teachers of Baguio
City prefer that teachers rate themselves but a committee should be assigned to
validate the rating based on the performance targets prepared at the beginning of
the school year.
Moreover, it supports De Leon L. and Ewen J.A. (1997) who said that
appraisers other than the person’s supervisor could include the employee
himself/herself, peers or direct reports. Self appraisal does have problems,
including a bias toward overstating personal contributions and a tendency for
women to rate themselves comparable to men.
Furthermore, Chumacog (1997) found in her study that students as the
direct beneficiaries of the academe and being directly in contact with teachers are
observant of the behavior and capability of a teacher while the Department Head
ranks second who comes as direct supervisor of the teacher while the Dean ranked
3rd, peer 4th and the teacher herself ranked the last. These persons as a whole
contribute collectively in teacher evaluation where the findings would be the basis
for faculty redirection and improvement for her capabilities for quality service.
77
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This study was conducted primarily to assess the Performance Appraisal
System for Teachers. Specifically, the study determined the present socio-
economic profile of the respondents; determined the extent of effectiveness of the
Performance Appraisal System for Teachers; found out the differences of the
perceptions of the respondents on the extent of effectiveness of the Performance
Appraisal System for teachers along gender, civil status, age, highest educational
attainment, current position and number of years in teaching ; found the degree of
seriousness of the problems encountered by the teachers in rating themselves
according to the indicators in the Performance Appraisal System for Teachers and
the conduct of the evaluation; found some suggestions to further improve the
Performance Appraisal System for Teachers and the manner of the conduct of the
evaluation.
The study is delimited to public elementary teachers of selected schools of
Baguio City during the school year 2006-2007. A total of 225 elementary school
teachers of Baguio City participated in the study.
It made use of the descriptive survey method with the survey
questionnaire as the main tool in data gathering.
The researcher made use of frequency count, weighted mean and ranking
to describe the extent of effectiveness of the Performance Appraisal System for
Teachers. To determine if there are significant differences in the perception of
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
79
teachers in the extent of effectiveness of the Performance Appraisal System for
Teachers in the light of moderator variables along gender, civil status, age,
educational attainment and length of service, the chi- square test of independence
and Friedman-Rank test were used.
Salient findings of the study are as follows.
1. The socio-economic profile of the respondents as to gender, civil status,
age, highest educational attainment, current position and number of years in
teaching varies.
2. Teachers of Baguio City perceived the contents of the Performance
Appraisal System for Teachers (PAST) as highly effective except for the
performance indicators “participates in community projects and in civic
organizations and plus factors” which were perceived by the teachers to be
effective.
3. There are no significant differences on the perceptions of the
respondents on the extent of effectiveness of the Performance Appraisal System
for Teachers according to gender, educational attainment, and current position
whereas age, civil status, years in teaching, proved significant difference on the
perceptions of the respondents on the extent of effectiveness of the Performance
Appraisal System for Teachers.
4. There is a significant effect on the degree of seriousness of the problems
encountered by the teachers in rating themselves according to the performance
The Performance Appraisal System for Teachers:
79
An Assessment / Amalia K. Micklay. 2006
80
indicators in the Performance Appraisal System for Teachers, and in the conduct
of the evaluation.
5. The following are suggestions for the improvement of the Performance
Appraisal System for Teachers. In descending order according to the number of
teachers who perceived the items as necessary are; positive attitude, in-service
trainings, demonstrates flexibility and responsiveness, trained and coached a
contestant in school level, subject area coordinator in school, and conveys ideas
clearly and accurately. Other suggestions given were functional/responsible
faculty club officer and peacemaker teacher in the school and in the community.
6. Suggestions for the conduct of the evaluation are: teachers rate
themselves; a committee should be created to accomplish the performance rating
form for the teacher instead of self- rating; teachers rate themselves but a
committee should be assigned to validate the rating based on the performance
targets prepared at the beginning of the school year. Another suggestion given
was teachers rate themselves but the school head will validate it basing it in his
records and observations.
Conclusions
Based on the findings, the following conclusions are drawn.
1. The socio-economic profile of the respondents as to gender, civil status,
age, highest educational attainment, current position and number of years in
teaching varies.
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80
An Assessment / Amalia K. Micklay. 2006
81
2. The public elementary school teachers of Baguio City perceived the
Performance Appraisal System for Teachers to be highly effective. However,
participates in community projects and in civic organizations and earning plus
factors are perceived by the public elementary school teachers of Baguio City as
effective.
3. Age, civil status, years in teaching proved to have a significant
difference on the perceptions of the respondents on the extent of effectiveness of
the Performance Appraisal System for Teachers. Profiles that are found to have
no significant difference are gender, educational attainment and current position.
4. The problems encountered by the teachers in self- rating and in the
conduct of the evaluation are perceived to be serious. The degree of seriousness of
the problems encountered differed significantly as perceived by the teachers.
5. Suggestions to be included in the performance rating tool are;
attendance to in-service trainings, positive attitude, demonstrates flexibility and
responsiveness, trained and coached a contestant in school level, subject area/
coordinator in school level, conveys ideas clearly and accurately, obedience,
functional/responsible faculty club officer and peacemaker teacher in the school
and in the community.
6. Public elementary school teachers of Baguio City prefer that on the
conduct of the evaluation, teachers rate themselves but a committee will be
The Performance Appraisal System for Teachers:
81
An Assessment / Amalia K. Micklay. 2006
82
assigned to validate the rating based on the performance targets prepared at the
beginning of the school year.
Recommendations
The following recommendations are drawn from the findings and
conclusions of the research study:
1. There should be continuous information, communication, explanation
or seminars about the Performance Appraisal System for Teachers (PAST) so that
they will be re-oriented and updated on their roles as teachers.
2. There are few teachers who finished their Master of Arts degree and
Doctoral degree. All qualified and interested teachers to go on study leave should
be given the chance to give them ample time to conduct their studies as stated in
section 24 of the Magna Carta for public school teachers.
3. Administrators should provide opportunities for professional
development to all teachers such as attendance to trainings and seminars more
often.
4. A positive attitude towards ones work and towards the evaluation
scheme can be developed among teachers through regular meetings or dialogues
in the school level.
5. The performance rating form for teachers should include all the items
that can adequately measure the aspects of the outputs of the employee as
expected in accordance with his job description and targets.
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An Assessment / Amalia K. Micklay. 2006
83
6. Feedbacks regarding the work performance should be discussed among
the faculty to ensure continued awareness on matters of performance evaluation.
7. Finally, a similar study with a wider scope can provide further insights
and further investigations regarding the accuracy of the results of the study.
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An Assessment / Amalia K. Micklay. 2006
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PUTTI, J. M. 1998. Essentials of Management: An Asian Perspective.
McGraw Hill Company Inc., Singapore. P. 429
RAYMUNDO, A. 1995. “ How to Become an Efficient and Effective Teacher”.
Modern Teacher. Vol. XLIV No. 2. July 1995. P. 56.
SAMEON, S. B. II. 2002. Competence Performance of Instructors of Theological
Schools of Baguio- Benguet and Metro Cebu. A Comparative Study.
Unpublished Dissertation, Benguet State University. Pp. 169-171.
SABBALUCA D. C. 2003. Teachers are Role Models. The Modern Teacher. Vol.
LI No. 8. P. 313.
SANCHEZ, A. G. 1990. Critical Change Performance Management. Milrose
Printing Company. Pp. 33-38., P. 105.
SISON, P. S. 1991. Personnel and Human Resources Management. 6th Ed. Rex
Bookstore.
Pp.
206-209.
SLAVIN, R. E. 1997. 5th ed. Educational Psychology: Theory and Practice. Allyn
and Bacon. P. 10.
SURASAK, J. P. 2000. Teacher’s Attitudes Towards the Teaching Profession in
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TOYOKEN, A. K. 2002. The Performance Rating Form as a Tool in Gauging the
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Thesis. Baguio Central University, Baguio City. Pp. 86-87.
VICENTINO, D. B. 2002. “Evaluation Can Make or Break a Performance.”
Philippine Journal of Education. Vol. LXXXI. P. 242.
WALDEN,K.2003. Up the Career Ladder.
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ZULUETA, F. M., GUIMBATAN, K. L. 2002. Teaching Strategies and
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The Performance Appraisal System for Teachers:
89
An Assessment / Amalia K. Micklay. 2006
APPENDIX A
COMMUNICATIONS
Benguet State University
GRADUATE SCHOOL
La Trinidad, Benguet
June 2, 2006
ELLEN B. DONATO, CESO VI
Schools Division Superintendent
Baguio City Division, Baguio City
Dear Madam:
I am a classroom teacher at Lucban Elementary School and currently enrolled in the
graduate school at Benguet State University. I am presently doing research work in
connection with my thesis entitled “The Performance Appraisal System for Teachers: An
Assessment”.
In connection thereto, may I ask your permission to conduct the aforesaid study and
distribute questionnaires to the following selected elementary schools? It is hoped that this
study will contribute to the improvement of the Performance Appraisal System for Teachers.
A. District I
B. District II
1. Baguio Central School
1. Fort Del Pilar Elementary School
2. Pacday Quiño Elem. School 2. Quezon Elementary School
C.
District
III
1. Lucban Elementary School
2. Bonifacio Elementary School
Thank you very much in anticipation for your favorable action on this request.
Respectfully yours,
( Sgd. ) AMALIA K. MICKLAY
Researcher
Noted:
(Sgd.) TOMASA P. BUASEN, Ed. D.
Adviser
Approved:
(Sgd.) TESSIE M. MERESTELA, D. Agr.
Dean
(Sgd.) ELLEN B. DONATO, CESO VI
Schools Division Superintendent
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
91
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
June 3, 2006
The District Supervisor
District II
Baguio City Division
Baguio City
SIR:
The undersigned is a classroom teacher at Lucban Elementary School and
presently conducting her thesis entitled: “The Performance Appraisal System for
Teachers: An Assessment.”
In connection thereto, she respectfully requests permission from your good
office that she be allowed to administer the questionnaires to the teachers of
Quezon Elem. School and Fort del Pilar Elementary School.
Thank you very much in anticipation for your favorable action on this
request.
Respectfully yours,
(Sgd.)
AMALIA
K.
MICKLAY
Researcher
Noted:
(Sgd.) TOMASA P. BUASEN, Ed. D.
Adviser
Appoved:
(Sgd) ROMEO A. LINGDAS
District Supervisor
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An Assessment / Amalia K. Micklay. 2006
92
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
June
3,
2006
The Principal
______________
Baguio City
Sir/Madam:
The undersigned is a classroom teacher at Lucban Elementary School and
presently conducting her thesis entitled: “The Performance Appraisal System for
Teachers: An Assessment”.
In connection thereto, she respectfully requests permission from your good
office that she be allowed to administer the questionnaires to the teachers in your
school. Hopefully, the findings of this study will help improve further the
Performance Appraisal System for Teachers.
Your approval shall mean a lot in the completion and realization of this
research.
Respectfully yours,
(Sgd.) AMALIA K. MICKLAY
Researcher
Noted:
(Sgd.) TOMASA P. BUASEN, Ed. D.
Adviser
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An Assessment / Amalia K. Micklay. 2006
93
June
2,
2006
Dear fellow teachers,
Blessings in Christ’s name!
The undersigned is presently conducting a study entitled “The
Performance Appraisal System for Teachers: An Assessment” as partial
fulfillment of the requirements for the degree Master of Arts in Education major
in Elementary Education.
She would like to enlist your help to kindly answer the attached
questionnaire honestly, freely and sincerely. Rest assured that the information you
provided will be treated with strict confidentiality and shall be used solely for
research purposes.
I thank you very much for your cooperation and support.
Very
truly
yours,
AMALIA K. MICKLAY
Researcher
The Performance Appraisal System for Teachers:
93
An Assessment / Amalia K. Micklay. 2006
APPENDIX B
PAS FORM B-1
PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (PAST)
What to Rate
This Performance Appraisal System (PAS) for Teachers is a self-rating tool. It is
composed of three major components (with weight assignments in parenthesis) as follows: I-
Instructional Competence (70%). II – Professional and Personal Characteristics (20%) and III –
Punctuality and attendance (10%).
How to Rate
Read each item carefully and rate yourself according to the specified performance
indicators. Check the column corresponding to your level of performance in the accompanying
Summary Rating Sheet (SRS)-PAS Form B-2. For example, in item no. I A, ‘Formulates, adopts
objectives of lesson plan…’when all were met, check under column 10. Do the same for the rest of
the items. Enter your score under RATING.
How to Compute Rating
After rating yourself in the three major components, add all your ratings ( r) for each
component ( c) and divide the sum by the total number of items rated (NI), and multiply by
weight (w) assigned to the component ( x w=Rc1
or rating for component I). Do the same for components II and III. Get the total rating by adding
the ratings for the three components.
The Final PAS Rating
What you did is your self-appraisal. Your over-all rating is the sum of all the ratings for
the three components including the plus factor, if there is any, will be reviewed by your immediate
supervisor/rater who will in turn recommend it for approval by the Schools Division
Superintendent.
I – INSTRUCTIONAL COMPETENCE (70%)
A. Lesson Planning and Delivery (45% for teachers, 40% for Master Teachers)
1. Formulates /adopts objectives of lesson plan.
Objectives formulated /adopted were:
a.
specific
b.
measurable
c.
attainable
d.
realistic
e.
timely
when
all
indicators
were
met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
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2. Selects content and prepares appropriate instructional materials/teaching
aids. Instructional materials/teaching aids and content prepared and
selected were:
a.
adequate
b.
congruent
c.
appropriate
d. relevant
e. made of indigenous materials
when all indicators were considered
10
when 4 indicators were considered
8
when 3 indicators were considered
6
when 2 indicators were considered
4
when only 1 indicator was considered
2
3. Selects teaching methods/strategies
Methods/ strategies selected:
a. were suitable to learning ability of pupils/students
b. provided opportunity for greater participation of the
pupils/students
c.
were
varied
and
appropriate
d. maximized utilization of available audio-visual materials
e.
generated
teacher-learner/learner-teacher
interaction
when
all
indicators
were
met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator were met
2
4. Relates new lesson with previous knowledge/skills
New lessons were related with previous lessons/knowledge when:
a. drill was conducted
b. a review/recall of previous lessons/knowledge was conducted
c. questions from the past and present lessons were included
d. informal assessment of learning was used
when
all
activities
were
done
10
when
4
activities
were
done
8
when
3
activities
were
done
6
when 2 activities were done
4
when only 1 activity was done
2
5. Provides appropriate motivation
Appropriate motivation was provided when:
a. appropriate audio-visual/instructional materials were used
b.
varied
activities
were
utilized
c.
pupils/students
participation
was
enhanced
d. past and present lessons were related
e. interest of learners was sustained
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when all indicators were provided
10
when 4 indicators were provided
8
when 3 indicators were provided
6
when 2 indicators were provided
4
when only 1 indicator was provided
2
6. Presents and develops lessons
Presented and developed lessons:
a. according to objectives
b.
using
appropriate
strategies
c. utilizing varied teaching materials
d. by relating previous lessons to present subject matter
e. according to needs of the class
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
7. Conveys ideas clearly
Ideas were clearly conveyed when:
a.
language
vocabulary
used
within the level of pupils/students
b. difficult new vocabulary was unlocked before the lesson proper
c. varied examples and strategies were used
d. pupils/students were responsive to questions asked
e. pupils were able to use knowledge learned in other situations
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
8. Utilizes the art of questioning to develop higher level of thinking
Questions used were:
a. clear and simple
b.
focused
on
application/synthesis/generalization
c. related to previous and present lessons
d. were varied in type and level; and
e. were directed towards the attainment of objectives
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
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9. Ensures pupils/student participation
Pupils/students participation was ensured when:
a. there was interactive involvement of learners
b. conclusion of the lesson was pupil generated
c. teacher acted as facilitator of learning
d. teacher-pupil interaction was generated
e. individual and or group learning was mobilized
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
10. Addresses individual differences
Individual differences were addressed when:
a. teaching materials/aids used were according to level of learners
b. differentiated activities were provided
c. activities/exercises were suited to learners’ ability
d. language used is clear and simple
e. remedial teaching was conducted
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
11. Shows mastery of the subject matter
Mastery of the subject matter was manifested when:
a.
varied
examples
were
used
b. varying levels of questions were asked
c. pupils were provided with varied activities
d. varied materials and strategies were used with ease
e. knowledge from textbook was supplemented
when
all
indicators
were
used
10
when 4 indicators were used
8
when 3 indicators were used
6
when 2 indicators were used
4
when only 1 indicator was used
2
12.
Assessment
1. Diagnoses learner’s needs
Diagnosis of learner’s needs was done using:
a. questionnaire on the background of learners
b.
anecdotal
record
c. previous years’ academic records
d.
pretest
e. analysis of data generated from a to d
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98
when all were done
10
when 4 were done
8
when 3 were done
6
when 2 were done
4
when only 1 was done
2
2. Evaluates learning outcomes
Learning outcomes were evaluated through
a.
summative
measure;
b.
formative
measure;
c.
informal
assessment;
d.
recitation;
and
e. on the spot questions/tests.
when all were included
10
when 4 were included
8
when 3 were included
6
when 2 were included
4
when only 1 was included
2
3. Assesses lesson to determine desired outcomes within the allotted time.
Desired outcomes of lessons were achieved when:
a. at least 85% passed the summative test
10
b.
at
least
75%
passed
8
c. at least 50% passed
6
d. at least 25 % passed
4
e.
only
24
%
passed
2
13. Management of Time and Learning Environment
1. Maintains clean and orderly classroom
Maintenance of clean and orderly classroom was done:
a.
all
the
time
10
b. most of the time
8
c. more often than not
6
d. sometimes
4
e. seldom
2
2. Maintains classroom conducive to learning
Classroom was conducive to learning when:
a. desks/chairs/tables were arranged according to activity
b. the appropriate learning materials were displayed in the
corresponding subject area/corner
c.
books/magazines/apparatus
and related learning materials were
accessible anytime
d. classroom /facilities were clean and orderly
e. discipline and proper behavior of pupils/students were observed
when all characteristics were achieved
10
when 4 characteristics were achieved
8
when 3 characteristics were achieved
6
when 2 characteristics were achieved
4
when only 1 characteristics were observed
2
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B. Technical Assistance
For Master Teachers Only(15%)
1. Provides assistance to teachers in improving their teaching competence
Assistance provided to improve teaching competence of teachers included:
a. development of comprehensive lesson plan;
b. selection of appropriate subject matter;
c. selection of appropriate teaching method/technique/strategies;
d. formulation of questions; and
e. construction of assessment tool(formative/summative)
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 was met
2
2. Prepare prototype instructional materials for use
Prepared:
a. improvised equipment /apparatus
10
b. at least two(2) samples of detailed lesson plans
8
c. sets of exercises/charts/pictures/posters
6
d. supplementary teaching devises for teachers
4
e. a sample assessment instrument
2
3. Assists in the conduct of in-service trainings/ conferences
Assistance involved:
a. preparation of training design
b. preparation o session guides
c. how to conduct training sessions
d. preparation of evaluation/training instruments
e. inclusion of new trends and development
when all indicators were done
10
when 4 indicators were done
8
when 3 indicators were done
6
when 2 indicators were done
4
when only 1 was done
2
4. Serves as demonstration teacher on innovative teaching techniques, classroom
management, and materials development.
Served as demonstration teacher in the:
a. region
10
b.
division
8
c. district
6
d.
own
school
4
e. never
2
C. Learners’ Achievement
(20% for Teachers, 10% for Master teachers)
Improves learner’s Achievement Level over Pretest
Achievement level in the post test was improved by ___% over pretest
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100
a. 5% and above
10
b.
3.6%
-
4.9%
8
c. 2.6% - 3.5%
6
d.
1.6%
-
2.5%
4
e. 1.5 and below
2
D. School, Home and Community Involvement (5%)
1. Organizes and maintains functional homeroom /PTA
Functional homeroom PTA was organized and maintained:
a. as a venue to report pupil progress periodically
b. to serve as a link between the school and community –based projects
c. as a means to disseminate school/policies/plans/programs
and accomplishments
d. in order to identify areas where parents can help in upgrading
instruction
e. to establish and maintain harmony of relationship between the school
and the home
when all purposes were achieved
10
when 4 purposes were achieved
8
when 3 purposes were achieved
6
when 2 purposes were achieved
4
when only 1 purpose was achieved
2
2. Conducts Homeroom/PTA meetings to report learners’ progress
Conducted Homeroom PTA meetings to report learner’ progress
at least once:
a. a month
10
b. in two months
8
c. in three
months
6
d.
in
four
months
4
e. in five months or more
2
3. Disseminates school policies/plans/ programs/accomplishments to:
a. 81% -100%
10
b. 61% -80%
8
c. 41% - 60%
6
d. 21% - 40%
4
e. 20% and below of schools’ clientele
2
4. Participates effectively in community projects as chairman/co-chairman
or member in community projects and in civic organizations
Active participation in community projects involved:
a. initiation of projects
b. defining and operationalizing objectives of the project
c. delineating functions and roles of persons concerned
d.
identifying
resources
as support to the project
e. monitoring and evaluation of project progress
when all indicators were done
10
when 4 purposes were done
8
when 3 purposes were done
6
when 2 purposes were done
4
when only 1 was done
2
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5. Encourages involvement of parents in school programs and activities.
Involvement of parents in school programs and activities
was encouraged when there was:
a. 81%-100% participation rate
10
b.
61%-80%
participation
rate
8
c. 41%- 60% participation rate
6
d.
21%-40%
participation
rate
4
e. 20% below participation rate
2
II. PROFESSIONAL AND PERSONAL CHARACTERISTICS (20%)
1.
Decisiveness
-acts immediately on needs/requests in accordance with the
prescribed rules and regulations and accepted norms of conduct
and
behavior
2.
Honesty/Integrity
-demonstrates truthfulness, candidness, uprightness and freedom
from deceit
3.
Dedication/Commitment
-renders service over and above the regular functions and even
beyond the regular time
4.
Initiative/Resourcefulness
- starts action, projects and performs task without being told and
supervised
5.
Courtesy
- shows polite, kind and thoughtful behavior toward the
public/clientele in manner of speech and actuations
6.
Human
Relations
- Integrates concerns for people at work, office clientele, and
supervisor- subordinate relationship into work situations
7.
Leadership
- the manner of guiding, influencing, motivating and developing
confidence of subordinates to work as a team and accomplished
assigned tasks, leading the organizational unit to achieve its goals
and
objectives
enthusiastically
8. Stress Tolerance
-stability to performance under pressure or opposition
9.
Fairness/Justice
- conforms to usual principles of law, is just and unbiased
10. Proper Attire/Good Grooming
- dresses in accordance with proper decorum and/or prescribed
rules and regulations and is neat in appearance.
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102
Always
10
Most of the time
8
More often than not
6
Seldom
4
Never
2
III. PUNCTUALITY AND ATTENDANCE (10%)
(including division/regional meetings and other required activities)
Punctuality-No. of times tardy (5%)
not more than 3 times tardy/under time during the last 6 months
10
4-6 times tardy/under time
8
7-10 times tardy/under time
6
11-15 times tardy/under time
4
more than 15 times tardy/under time
2
Attendance- No. of times absent (5%)
not more than 4 days absent ( absences applied for in accordance
with regulations are not included)
10
5-8 days absent
8
9-12 days absent
6
13-16
days
absent
4
more
than
16
days
absent
2
PLUS FACTORS (.5 for each indicator but not to exceed 2 points for the total)
For teachers:
1. Rendered any of the following technical assistance:
1.1 provided assistance to co-teachers in improving their competence
1.2 assisted school administrators in planning and managing in-service
trainings
1.3 served as consultant in the preparation of supplementary instructional
materials
1.4 served as demonstration teacher on innovative teaching techniques,
classroom
management
2. Conducted action research whose findings and recommendations have been
adopted by the school
3. Subject area coordinator/chairman in district/division
4. Teacher-In-Charge of the school for one rating period
For Master Teachers
1. Published at least one (1) article in professional magazines and periodicals
related to their field of specialization and useful in effective teaching.
2. Served as resource person/consultant in district/division/regional national level.
3. Conducted action research (es), the findings/results of which can be utilized in the
improvement of instruction in the district
4. Designed evaluation and monitoring program for the district/division
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103
Summary of Ratings
Teacher
Master
Teacher
Instructional Competence (70%)
Lesson Planning and Delivery
45% 40%
Technical Assistance
0% 15%
Learner’s Achievement
20% 10%
School, Home and Community
Involvement
5% 5%
Professional and Personal Characteristics 20% 20%
Punctuality and Attendance
10% 10%___
100% 100%
_________________
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104
PAS FORM B-2 PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (PAST)
Name: ________________________ School: _________________________
District/Division: ________________________ Region: _________________
Rating Period: ____ First Semester: ____ Second Semester: ___ School Year:
atisfactory
satisfactory
____
utstanding ery S
atisfactory
oor
quivalent
O
V
S
Un
P
E
Rating
Performa
nce Indicators
10
8
6
4
2
I. INSTRUCTIONAL COMPETENCE (70%)
A. Lesson Planning and Delivery (45% for Teachers, 40% for Master Teachers)
1. Formulates/adopts objectives of lesson plan.
2. Selects content and prepares instructional materials/teaching aids.
3. Selects teaching methods/strategies
4. Relates new lesson with previous knowledge/skills
5. Provides appropriate motivation
6. Presents and develops lessons
7. Conveys ideas clearly
8. Utilizes the art of questioning to develop higher level of thinking
9. Ensures pupils/students’ participation
10. Addresses individual differences
11. Shows mastery of the subject matter.
Assessment
12. Diagnosis learner’s needs
13. Evaluates learning outcomes
14. Assesses lessons to determine desired outcomes within the allotted time
Management of Time and Learning Environment
15. Maintains clean and orderly classroom
16. Maintains classroom conducive to learning
Total Score
Sub-Rating [(Total Score/16) x 45% or 40%)
B. Technical Assistance ( for master teachers only – 15%)
1. Provides assistance to teachers in improving their teaching experiences
2. Prepares prototype instructional materials for use
3. Assists in the conduct of in-service trainings
Total Score
Sub-Rating [(Total Score/4) x 15% )
C. Learners’ Achievement (20% for Teachers, 10% for Master Teachers)
1. Improves learner’s achievement level over pretest
Total Score
Sub-Rating [(Total Score/16) x 45% or 40%)
D. School, Home and Community Involvement (5%)
1. Organizes and maintains functional homeroom PTA
2. Conducts homeroom PTA meetings to report learner’s progress
3. Disseminates policies/plans/programs/accomplishments to the schools’
clientele
4. Participates in community projects and in civic organizations
5. Encourages involvement of parents in school programs and activities
Total Score
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An Assessment / Amalia K. Micklay. 2006
105
II. PROFESSIONAL AND PERSONAL CHARACTERESTICS (20%)
Following are scaled choices for rating the frequency by which the teacher
demonstrated/manifested the specified personal/professional characteristics.
1. Decisiveness
2. Honesty/Integrity
3. Dedication/Commitment
4. Initiative/Resourcefulness
5. Courtesy
6. Human Relations
7. Leadership
8. Stress Tolerance
9. Fairness/Justice
10. Proper Attire/Good Grooming
Total Score
Sub-Rating [(Total Score/10 x 20%)
III. PUNCTUALITY AND ATTENDANCE (10%) (including meetings and
required school activities)
Punctuality- Number of times tardy during the rating period
Attendance- Number of days absent during the rating period
Total Score
Sub-Rating [(Total Score/2 x 10%)
IV. Plus Factors
(0.5 for each indicator but not to exceed 2 points for the total)
For Teachers
1. Rendered the following technical assistance
1.1. provided assistance to co-teachers in improving their teaching competence.
1.2. assisted school administrators in planning and managing in-service trainings
1.3. served as consultant in the preparation of supplementary instructional materials
1.4. served as demonstration teacher in innovative teaching techniques, classroom management
2. Conducted action research whose findings and recommendations have been adopted by the school/district
3. Subject area coordinator/chairman in district/division
4. Served as demonstration teacher on innovative teaching techniques, classroom management
For Master Teachers
1. Published at least one (1) article in professional magazine/periodicals related to field of specialization
2. Serves as resource person/consultant in seminar/workshop/training related to field of specialization
3. Conducted action research(es), the findings/results of which were utilized within the rating period
4. Designed evaluation and monitoring program for the district/division
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106
SUMMARY OF RATINGS
I Instructional Competence (70%)
A. lesson planning and delivery (45% for teachers, 40% for MTs)
B. Technical Assistance (0% for teachers, 15% for MTs)
C. Learners' achievement (20% for teachers, 10% for MTs)
D. School, Home and Community Involvement (5%)
II Professional and Personal Characteristics (20%)
III Punctuality and Attendance (10%)
Total
Overall Rating
Descriptive Rating
Remarks
RATEE CONFERRED WITH
_________________________
Elementary School Principal/
Secondary School Principal
CONFORME:
__________________
Signature of Ratee
RECOMMENDING APPROVAL
APPROVED BY:
________________________
__________________________
Disrict Supervisor
Schools Division Superintendent
Asst. Schools Division
Superintendent
KEY TO DESCRIPTIVE RATING
8.60 - 10.00 = Outstanding
6.60 - 5.59 = Very Satisfactory
4.60 - 6.59 = Satisfactory
2.69 - 4.59 = Unsatisfactory
2.59 & below = Poor
The Performance Appraisal System for Teachers:
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An Assessment / Amalia K. Micklay. 2006
Appendix C
SURVEY QUESTIONNAIRE
I. Personal Information:
1. Name (optional) _________________________________________
2. School___________________________ 3. District______________
4.
Gender
_________ Male ________Female
5.
Age______________
6. Civil Status:
______Single
______Married
______Widowed/Separated
5. Highest Educational Attainment:
______BS
(AB/BSE,
and
others.)
______BS
with
MA
units
______MA/MS(MAED, MPA, MSB, and others)
______MA
with
Doctoral
units
______Ed.
D./Ph.
D.
6. Current Position:
______Teacher
I
______Teacher
II
______Teacher
III
______Master
Teacher
7. Number of Years in Teaching:
______1-5
years
______6-10
years
______11-15
years
______16-20
years
______21
years
and
above
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An Assessment / Amalia K. Micklay. 2006
108
II. On Performance Rating:
With 3 as the highest value and one as the lowest, rate the extent of
effectiveness of the Performance Appraisal System for Teachers.
Please put a check in the column corresponding to your answer.
Highly
Effective
(HE)
3
Effective
(E)
2
Not Effective (NE)
1
Degree of Effectiveness
Performance
Indicators
3 2 1
I. Instructional Competence
A. Lesson Planning and Delivery
(HE) (E) (NE)
1. Formulates/adopts objective of lesson plan.
2. Selects content and prepare instructional
materials/teaching aids.
3. Selects teaching methods/strategies
4. Relates new lesson with previous knowledge/skills
5. Provides appropriate motivation
6. Presents and develops lessons
7. Conveys ideas clearly
8. Utilizes the art of questioning to develop higher level
of thinking
9. Ensures pupils/students’ participation
10. Addresses individual differences
11. Shows mastery of the subject matter.
Assessment
12. Diagnosis learner’s needs
13. Evaluates learning outcomes
14. Assesses lessons to determine desired outcomes
within the allotted time
Management of Time and Learning Environment
15. Maintains clean and orderly classroom
16. Maintains classroom conducive to learning
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An Assessment / Amalia K. Micklay. 2006
109
B. Technical Assistance ( for master teachers only)
1. Provides assistance to teachers in improving their
teaching experiences
2. Prepares prototype instructional materials for use
3. Assists in the conduct of in-servings trainings
4. Serves as demonstration teacher on innovative
teaching techniques, classroom management, and
materials development.
C. Learner’s Achievement
1. Improves learner’s achievement level
D. School, Home and Community
Involvement
1. Organizes and maintains functional homeroom PTA
2. Conducts homeroom PTA meetings to report
learner’s progress
3. Disseminates policies/plans/programs/
accomplishments to the schools’ clientele
4. Participates in community projects and in civic
organizations
5. Encourages involvement of parents in school
programs and activities
II. Professional and Personal Characteristics
1. Decisiveness
2. Honesty/Integrity
3. Dedication/Commitment
4. Initiative/Resourcefulness
5. Courtesy
6. Human Relations
7. Leadership
8. Stress Tolerance
9. Fairness/Justice
10. Proper Attire/Good Grooming
III. Punctuality and Attendance
Punctuality- Number of times tardy during the rating period
Attendance- Number of days absent during the rating period
IV. Plus Factors
Researches Conducted
Leadership
Special Projects
• Based on the Department of Education’s Performance Rating Form B-2
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An Assessment / Amalia K. Micklay. 2006
110
III. A. Level of seriousness of the problems encountered by the teachers in rating
themselves according to the performance indicators in the PAST
Rate the degree of seriousness of the problems which you have encountered. Use
the scales below as your guide. Do not place any mark beside the problem which
you have not encountered.
Very Serious (VS)
3
Serious
(S)
2
Not
Serious
(NS)
1
Degree of Seriousness
3
2
1
Problems encountered
(VS) (S) (NS)
Clarity of objectives
Fairness of the process
Understanding the Content of the Performance
Appraisal System for Teachers
Subjective
Others (please specify)
B. The conduct of the evaluation
Attitude in accomplishing the evaluation form
Manner of conducting the evaluation
Others(please specify)
IV. Below are some suggestions for the improvement of the performance
appraisal system.
A. To further improve the rating tool (Please put a check mark beside each
number which you think should be included in the performance indicators.)
I. Instructional Competence
____1. Demonstrates flexibility and responsiveness
____2. Conveys ideas clearly and accurately
Others___________________________________________________
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An Assessment / Amalia K. Micklay. 2006
111
II. Professional and Personal Characteristics
____3. Obedience
____4. Positive attitude
Others__________________________________________________
IV. Plus Factors
____5. Trained and coached a contestant in school level
____6. Subject area coordinator/chairman in school
____7. In-service trainings
Others________________________________________________
________________________________________________
B. The Manner of the Conduct of the Evaluation (Please rank according to
your preference on the manner of the conduct of the evaluation by writing
1, 2, 3 or 4 with 1 as the highest value.)
___ Teachers rate themselves.
___A committee should be created to accomplish the performance rating form
for the teacher instead of self-rating.
___Teachers rate themselves but a committee should be assigned to validate the
rating based on the performance targets prepared at the beginning of the
school
year.
Others (please specify)______________________________________________
____________________________________________________
____________________________________________________
Thank you very much. God bless…
The Performance Appraisal System for Teachers:
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An Assessment / Amalia K. Micklay. 2006
BIOGRAPHICAL SKETCH
Amalia Kawi Micklay hails from Agawa, Besao, Mountain Province. She
is the fourth and youngest child of Mr. Alexander Kawi and Rosaline Mayegayeg-
Kawi. She is married to Simeon Micklay. They are blessed with four children
namely: Grazielle, Lance Simon, Christian Zane and Kyle Simeon. Her family
resides at Tawang, La Trinidad, Benguet.
She completed her elementary education at Agawa Elementary School, her
secondary education at Saint James High School and her tertiary education at
Mountain State Agricultural College, now Benguet State University.
She graduated in 1984 and passed the Licensure Examination for Teachers
in the same year. She taught as a substitute teacher at Doña Aurora Elementary
School, Rizal Elementary School and Roxas Elementary School. She was
assigned as a permanent teacher at Pacday Quiño Elementary School but after two
years she asked for transfer to a school nearer her residence. Luckily her request
was granted. She was assigned as a grade four teacher at Lucban Elementary
School. She taught grade four for twelve years. She now teaches grade five and at
the same time the librarian of the said school.
Because of her desire for professional growth, she obtained her Master of
Arts in Education, Major in Elementary Education, at Benguet State University.
The Performance Appraisal System for Teachers:
1
An Assessment / Amalia K. Micklay. 2006
AMALIA K. MICKLAY, October 2006. The Performance Appraisal
System for Teachers: An Assessment. Benguet State University, La Trinidad,
Benguet.
Adviser: Tomasa P. Buasen, Ed. D.
ABSTRACT
The study determined the socio-economic profile of the respondents;
perceptions of teachers on the extent of effectiveness of the Performance
Appraisal System for Teachers; the differences on the perceptions of the
respondents on the extent of effectiveness of the Performance Appraisal System
for Teachers according to gender, civil status, age, highest educational attainment,
current position and number of years in teaching; the extent of seriousness of the
problems encountered by the teachers in rating themselves according to the
indicators in the Performance Appraisal System for Teachers, the conduct of the
evaluation and some suggestions to further improve the Performance Appraisal
System for Teachers and on the manner of the conduct of the evaluation.
Findings show that majority of the respondents is married females. For
the age range, teachers aged 46 years and above represent the greatest number
while the least number of respondents are aged 24-30 years old.. Highest
educational attainment for the great majority of teachers is BS with MA units
followed by Bachelor of Science Degree holders. Most of the teachers are
Teacher I and Teacher III. Very few are able to become Master Teachers. As to
the number of years in teaching, most teachers served for 6-10 and 11-15 years as
teachers.
Teachers perceived the Performance Appraisal System for teachers as
highly effective. However, the performance indicators on participates in
community projects and in civic organizations and plus factors are perceived to be
effective.
Gender, educational attainment and current position do not significantly
affect the perception of teachers with regards to the extent of effectiveness of the
Performance Appraisal System for Teachers. However, age, civil status and years
in teaching significantly affect the perception of teachers with regards to the
extent of effectiveness of the Performance Appraisal System for Teachers.
The problems encountered by the teachers in self-rating and in the conduct
of the evaluation are perceived to be serious. Some suggestions given to be
included in the Performance Appraisal System for Teachers are included in the
job description of teachers. In the manner of the conduct of the evaluation,
teachers prefer that they rate themselves but a committee will be assigned to
validate the rating based on the targets prepared at the beginning of the school
year.
ii
Finally, it is further suggested that continuous information, dissemination
through seminars and trainings on the Performance Appraisal System for
Teachers (PAST) should update teachers on their basic roles. In addition,
feedbacks regarding the work performance should be discussed among the faculty
to ensure continued awareness on matters of performance evaluation.
iii
TABLE OF CONTENTS
Page
Bibliography - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i
Abstract - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i
Table of Contents - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - iv
INTRODUCTION
Background of the Study- - - - - - - - - - - - - - - - - - - - - - - - - 1
Statement of the Problem- - - - - - - - - - - - - - - - - - - - - - - - - 3
Objectives of the Study - - - - - - - - - - - - - - - - - - - - - - - - - - 4
Importance of the Study - - - - - - - - - - - - - - - - - - - - - - - - - 4
Scope and Delimitation of the Study - - - - - - - - - - - - - - - - - 5
REVIEW OF LITERATURE
Importance of Appraising Employee Performance - - - - - - - - 7
Characteristics of an Evaluation Tool - - - - - - - - - - - - - - - - - 11
Measures to Improve Teacher Performance - - - - - - - - - - - - - 14
Professional and Personal Characteristics - - - - - - - - - - - - - - 16
Problems Encountered During Evaluation - - - - - - - - - - - - - - 18
Teaching Performance in Relation to Certain Variables - - - - - - - - - - 22
Conceptual
Framework
-
-
- - - - - - - - - - - - - - - - - - - - - - - - 22
Definition of Terms - - - - - - - - - - - - - - - - - - - - - - - - - - - - 26
Research Hypotheses - - - - -- - - - - - - - - - - - - - - - - - - - - - 29
iv
METHODOLOGY
Location of the Study - - - - - -- - - - - - - - - - - - - - - - - - - - - - 30
Respondents of the Study - - - - - - - - - - - - - - - - - - - - - - - - - 30
Instrumentation - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 33
Data Gathering Procedure - - - - - - - - - - - - - - - - - - - - - - - - - 33
Statistical Treatment Data - - - - - - - - - - - - - - - - - - - - - - - - 34
Validity of the Instrument - - - - - - - - - - - - - - - - - - - - - - - - 34
RESULTS AND DISCUSSION
Socio-Economic Profile of the Respondents - - - - - - - - - - - - 35
Perceptions of Teachers on the Extent of Effectiveness
of the Performance Appraisal System for Teachers - - - - - - - 40
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance Appraisal System
for Teachers According to Gender - - - - - - - - - - - - - - - - - - 48
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance Appraisal System
for Teachers According to Age - - - - - - - - - - - - - - - - - - - - - 52
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance Appraisal System
for Teachers According to Civil Status - - - - - - - - - - - - - - - - 54
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance System for
Teachers According to Educational Attainment - - - - - - - - - - 57
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance System for
Teachers According to Current Position - - - - - - - - - - - - - - - 62
v
Perceptions of the Respondents on the Extent of
Effectiveness of the Performance System for
Teachers According to Number of Years in Teaching - - - - - - 64
Degree of Seriousness of the Problems
Encountered by the Teachers in Rating Themselves
According to the Indicators of the Performance
Appraisal System for Teachers - - - - - - - - - - - - - - - - - - - - - 68
Suggestions for the Improvement of
the Performance Appraisal System for Teachers - - - - - -- - - - 72
Suggestions for the Conduct of
the Evaluation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 75
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 78
Conclusions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 80
Recommendations - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 82
LITERATURE CITED - - - - - - - - - - - -- - - - - - - - -- - - - -- - - - - - 84
APPENDICES
A. Communications - - - - - - - - - - - - - - - - - - - - - - - - - - - - 90
B. PAST Forms ( B-1 and B-2) - - - - - - - - - - - - - - - - - - - 94
C. Questionnaire - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 107
BIOGRAPHICAL SKETCH - - - - - - - - - - - - - - - - - - - - - - - - - - - 112
vi
INTRODUCTION
Background of the Study
Appraisal is a significant part of any worthwhile undertaking. It is a
reaffirmation of objectives; gives direction, support to actions taken, or it suggests
changes to be made if goals are to be re-examined.
Appraising employee’s performance is a management tool which aims to
measure the outputs and results of employee’s accomplishments in line with
organizational goals and objectives. Appraising performance assumes that
performance standards have been set, and that one will give the employee
feedback to help him or her eliminate performance deficiencies or continue to
perform above par (Dessler 2001).
In non-government schools whose students are educated at considerable
expense to the parents, and which rely on what might be termed "customer
satisfaction" for continued viability and an enhanced reputation for growth, the
concepts of accountability and productivity might be expected to be at the core of
an appraisal program, and the professional development of the teaching staff,
leading, one might assume, to high quality teaching and learning, to be an equally
important consideration. In government schools, although in the climate of
"restructure" which prevailed at the time of introduction of the appraisal process,
the notion of productivity was an important consideration, the primary focus of
appraisal would appear to have been the professional development of teaching
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
2
and non-teaching staff, this to be accomplished by means of self-reflection,
assisted by peers and by superiors, and planning for future development (Credlin
1984).
The current practice in the process of preparing the performance rating of
mentors is the teacher sets his/her performance target which is to be discussed
with and approved by his/her immediate supervisor. This performance target is set
by the rater and the ratee every start of the school year.
The performance targets are based specifically on the guidelines for rating
teachers in the Performance Appraisal System for Teachers (PAST) Form B-1.
The criteria used for evaluating teacher’s performance are suited to the goals of
instruction in the Philippine context used by all public elementary and high
schools.
The Performance Appraisal System for Teachers was revised and
implemented in June 2002 pursuant to Dep. Ed. Order number 27 is composed of
three major components (with weight assignments in parenthesis) as follows: I-
Instructional Competence (70%), II-Professional and Personal Characteristics
(20%) and III Punctuality and Attendance (10%). Plus factors will be given only
to the teachers who have conducted a research whose findings and
recommendations have been adopted by the school or district and technical
assistance rendered to co- teachers, leadership and special projects.
At the end of the school year, the teacher and the rater meet for the final
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
3
rating of the teacher. The rater and the ratee will reflect on the performance rating
to be given to the ratee.
With this as a framework, the researcher was inspired to conduct an
assessment on the Performance Appraisal System for Teachers (PAST) to look
into its strengths and weaknesses and come up with options on how to improve
the instrument coming from the suggestions of the teachers.
Statement of the Problem
This study dealt with assessing the Performance Appraisal System for
Teachers as a tool in gauging teachers’ performance as perceived by the teachers
in the public elementary schools of Baguio City. Specifically, this study attempted
to answer the following questions:
1. What is the socio-economic profile of the respondents?
2. What is the extent of effectiveness of the performance appraisal system
for teachers?
3. Are there significant differences on the perceptions of the respondents
on the extent of effectiveness of the Performance Appraisal System for Teachers
along, gender, civil status, age, highest educational attainment, current position
and number of years in service?
4. What is the degree of seriousness of the problems encountered by the
teachers in:
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
4
a. rating themselves according to the indicators in the
Performance Appraisal System for Teachers?
b. on the conduct of the evaluation?
5. What are some suggestions:
a. to further improve the Performance Appraisal System for Teachers?
b. on the manner of the conduct of the evaluation?
Objectives of the Study
The objectives of the study are the following:
1. To find out the socio-economic profile of the respondents.
2. To determine the extent of effectiveness of the Performance Appraisal
System for Teachers.
3. To find out the difference of the perceptions of the respondents on the
extent of effectiveness of the Performance Appraisal System for Teachers
according to gender, civil status, age, highest educational attainment, current
position and number of years in service.
4. To find out the degree of seriousness of the problems encountered by
the teachers in:
a. rating themselves according to the indicators in the Performance
Appraisal system for Teachers.
b. the conduct of the evaluation.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
5
5. To find some suggestions to further improve the Performance Appraisal
System for Teachers and the manner of conducting the evaluation.
Importance of the Study
Through evaluation, further improvements in the system maybe suggested,
problems will be identified, and solutions will be implemented.
The outcome of this study will help teachers to identify their strengths and
weaknesses as they perform their duties and responsibilities and to conduct
overtime on what they have failed or neglected to do.
Moreover, the pupils who are the recipient of instruction will benefit
because the better the performance of the teachers, the more they will learn from
them.
This study will also assess how the Performance Appraisal System for
Teachers can still be improved to cater to the needs of the teachers of Baguio City.
Finally, other researchers who will conduct a similar study may use the
findings as their related literature.
Scope and Delimitation of the Study
This study focused on the assessment of the content of the Performance
Appraisal System for Teachers. The contents are subdivided into four major areas:
1. Instructional Competence which includes four items: (A.)Lesson Planning and
Delivery, (B) Technical Assistance (for master teachers only) (C) Learner’s
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
6
Achievement and (D) School, Home and Community Involvement II.
Professional and Personal Characteristics, III. Punctuality and Attendance and IV.
Plus Factors.
This study tried to establish the socio-economic profile of the
respondents: the extent of effectiveness of the Performance Appraisal System for
Teachers, the differences of the perceptions the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
gender, civil status, age, highest educational attainment, current position and
number of years in teaching, It also sought to find out the extent of seriousness of
the problems encountered by the teachers in rating themselves according to the
performance indicators in the performance appraisal system for teachers and it
sought to determine the suggestions to improve the performance evaluation
system.
This study made use of the teachers (teacher I, teacher II, teacher III and
master teachers) in some schools of Baguio City. These schools are Lucban
Elementary School, Quezon Elementary School, Baguio Central School,
Bonifacio Elementary School, Fort Del Pilar Elementary School and Pacday
Quiño Elementary School.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
REVIEW OF LITERATURE
This chapter presents related researches and articles reviewed by the
researcher which are found relevant to the present study.
Importance of Appraising Employee Performance
According to Peterson (2000), teacher evaluation is a necessary step in
ensuring good schooling. However, poor evaluation is commonly accepted and in
too many cases according to teachers, administrators and researchers, teacher
evaluation is disparaged or even ignored altogether.
Dessler (2001) states that there are three main reasons bosses appraise
their subordinates’ performance. First, appraisals provide important input on
which promotion and salary raise decisions can be made. Second, the appraisal
lets the boss and subordinates develop and plan for correcting deficiencies, the
appraisal might have unearthed and to reinforce the things the subordinates do
correctly. Finally, appraisals can serve as useful career-planning purpose by
providing the opportunity to review the employee’s career plans in the light of his
or her exhibited strengths and weaknesses.
Dessler states further that appraisal by the immediate supervisor is still at
the heart of most appraisal processes. Getting a supervisor’s appraisal is relatively
straight forward and also makes sense. The supervisor should be and usually is in
the best position to observe his or her subordinates’ performance and is also
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
8
responsible for the person’s performance.
Yet, although widely used, supervisors’ ratings are no panacea and sole
reliance on them is not always advisable. One or more options are therefore
sometimes used to obtain appraisal data such as (1) peer appraisals, (2) rating
committees, (3) self-rating, (4) appraisal by subordinates, (5) 360 degree feedback
where performance information is collected all around an employee, form his or
her supervisors, subordinates, peers, and internal or external customers.
Sison (1991) said that employee self-development is one of the objectives
of good employer-employee relations. This can be made possible only when
management has created a healthy climate for individual growth and development
in the company. Employees have varied talent, character traits, abilities, which
should be considered and utilized to advantage by management. How these talents
are used by the employee on his job can be appraised by the supervisor through
periodic performance appraisal following the objectives like: (1) providing
feedback on employee performance, (2) basis for personnel action like potentials
and promotions, transfer, demotion, lay off and discharge, salary increase, (3)
management guide in employee counseling and discipline, (4) promotion of better
employee and employer relations, (5) improvement of supervision by making the
superior better aware of his duties.
Zulueta, et.al. (2002) said that teachers are often viewed as the most
important variable in the learner’s environment. Hence, anything that concerns
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
9
them must have an intelligent appraisal.
Alimba (2002) from her study on teacher Performance and School
Effectiveness in the Public Secondary Schools in the Cordillera Administrative
Region found out that (1) Proper bases of selecting strategies for improving
teaching performance were the main reason for the effectiveness of strategies
used by the administrators.(2) Motivating factors are of great importance as
consideration in truly propelling teachers to better performance and greater
accomplishments which school administrators and supervisors should not take for
granted. (3) Good teacher performance is not only a key but also an indispensable
factor in attaining school effectiveness due to the crucial role played by the
teacher in educating the youth. (4) The problems encountered in improving the
performance of teachers are seriously affecting their performance and the
effectiveness of the schools.
Furthermore, Sanchez (1990) said that performance appraisal is here to
stay. Throughout the world today, complex organizations with their compulsion
for efficiency, already have installed their performance appraisal systems. Most of
such organizations have adopted performance appraisal mainly for management
control purposes, others for employee development, while still others have
recognized both reasons as their objectives.
Zulueta, et. al. (2002) mentioned that the teacher is considered the most
important variable in the learner’s educational environment. Perhaps, without the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
10
teacher, the other related elements of the teaching-learning process would be
ineffective for he motivates guides and directs the learners in their quest for
knowledge.
In addition, Zulueta further enumerates the desirable characteristics a
teacher should possess like (1) emotional stability and sound mental health (2)
physical health and dynamic personality (3) above average intelligence (4)
creativity, imagination and resourcefulness (5) good grooming, poise, and
refinement in word and action (6) courtesy, kindness and tact (7) patience and
perseverance (8) sincerity and honesty (9) firmness (10) promptness, efficiency
and ability to organize (11) positive outlook and encouraging attitude (12)
democratic leadership (13) systematic (14) friendly and sociable (15) value in
academic upgrading and professional development
Dessler (2001) states that there are three main reasons bosses appraise
their subordinates’ performance. First, appraisals provide important input on
which promotion and salary raise decisions can be made. Second, the appraisal
lets the boss and subordinates develop a plan for correcting deficiencies the
appraisal might have unearthed and to reinforce the things the subordinates do
correctly. Finally, appraisals can serve a useful career-planning purpose by
providing the opportunity to review the employee’s career plans in the light of his
or her exhibited strengths and weaknesses.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
11
Characteristics of an Effective Evaluation Tool
Vicentino (2002) in his article on the performance appraisal for teachers
states that evaluation can make or break a performance. In not a few cases, after
an employee receives his performance rating, he is discontented which results in
his discouragement. He added further that some teachers are not interested in
knowing their performance rating. Vicentino emphasized then that the appraisal
of a worker’s performance should aim at keeping him informed of the level of
achievement he has attained in accordance with the target set for him within a
period as observed by the rater. It should challenge him constructively to improve
his performance by informing him how far he has gone and how much he has to
do to cope with the goal, in case his pace leaves much to be desired.
There are two ways to make the rating effective according to Vicentino.
First, make the instrument valid and reliable. Second, make the instrument fair
and just. The performance rating form should include all the items that can
adequately measure the aspects of the outputs of the employee as expected in
accordance with his job description and targets. The rating must be done in such a
way that each employee will make it a reason to exert efforts to perform his job
well. The evaluation of employee performance is an annual occurrence in nearly
all human service agencies and the consequences of this evaluation for the
individual being evaluated, the evaluator, and the organization can be quite
profound. According to Matheson, et. al. (1995), a well-conducted performance
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
12
appraisal may (1) Increase the person’s motivation to perform effectively. (2)
Increase the self-esteem of the person or persons doing the appraisal. (3) Result in
more clarification and better definition of the job of the person being evaluated. (4)
Promote better understanding among participants, of themselves, and of the kind
of development activities that are of value. (5) Allow the organization to engage
in human resource planning, test validation, and develop training programs.
On the other hand, a poorly conducted performance evaluation may (1)
cause individuals to quit as a result of the way they were treated, (2) create false
and misleading data , (3) damage the self-esteem of the person being appraised
and the person conducting the appraisal and (4) lower performance motivation
Chumacog (1997) pointed out that evaluation of the faculty performance
attempts to assess the effectiveness of the faculty member and to determine his
strengths and weaknesses. Such strengths are to be shared and weaknesses are to
be corrected so that the effectiveness can be rewarded and incompetence will
eventually be eliminated.
According to Learned and Bagley as cited by Imig (2006), the results of
the teacher’s work should be measured by the growth of pupils. It is in the terms
of such growth that the outcomes of teaching must ultimately be evaluated, and
the young teacher should be accustomed from the onset to think of his work as
measured finally by this standard.
Daft (2003) pointed out that if performance is to be rated accurately, the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
13
performance appraisal system should require the rater to assess its relevant
performance dimension. A multi-dimensional form increases the usefulness of the
performance appraisal and facilitates employee growth and development.
More performance measures and teacher’s choice about which
measurement to use can improve the evaluation process for both teachers and
administrators as mentioned by Peterson, et. al. (2001) in their article on
Educational Leadership. They further mentioned that good teachers are good for a
variety of reasons, and they want evaluation data to reflect on teachers’ individual
strengths.
Chumacog (1997) states that performance evaluation system perceived to
be effective is one that involves many persons such as students, department heads,
deans, and peer using varied instruments. It is one that is done once a semester
before finals.
The Dinwiddie Country Public School’s teacher evaluation system
incorporates a process for collecting and presenting data to document
performance that is based on well-defined job expectations. In this evaluation
system, teachers and their evaluations share responsibility for presenting evidence
or quality work. The evaluation system provides a balance between structure and
flexibility. It is prescriptive enough to define common purposes and expectations,
thereby guiding effective practice. It is also flexible enough to allow for creativity
and individual initiative. The goal is to support the continuous growth and
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
14
development of each teacher by monitoring, analyzing, and applying pertinent
data that are compiled within a system of meaningful feedback.
Measures to Improve Teacher Performance
Needs and demands of the fast changing society necessitate the continuous
efforts of all concerned to improve the teachers’ performance to make their
teaching relevant and responsive to the needs of the present-day students.
Measures should be determined and implemented to solve the problems and
constraints to poor performance.
Guillermo (1996) stated that authorities concerned should organize
training programs, seminars and in-service training programs for teachers to be re-
oriented and updated on their roles as teachers to improve teachers’ performance.
He further mentioned that school principals and other administrators should
strengthen their leadership style and supervisory practices. They should support
the teachers in terms of adequate physical facilities and should give moral
boosters, incentives and other performance appraisal systems.
Pursuing graduate studies and possessing good communication skills are
the positive factors that affect very much the teaching competences of instructors
from Baguio and Benguet as concluded by Sameon(2002) . Factors affecting
competence much are teaching experience, relevance of degree obtained,
educational qualification, reading books, magazines and journals to uplift
knowledge, conducive classroom atmosphere, and attendance in seminar-
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
15
workshops, professional conferences and intra-school trainings and symposia. On
the other hand, instructors from Metro Cebu perceived that all the positive factors
have much effect on their competence. They pointed out relevance of degree
obtained , educational qualification, teaching experience and good communication
skills as the top aspects and competence on budgeting as the lowest. On the
positive factors, affecting much teaching competence according to the instructors
is obtaining relevant degree, having high educational qualification and having
teaching experience.
The theological instructors and students of Baguio- Benguet and Metro
Cebu perceive the performance very satisfactory, affect instruction, classroom
management, evaluation, guidance, research, extension services and public and
human relations.
The most pressing problems encountered by the theological instructors
from Baguio-Benguet in relation to their teaching competence and performance
are (1) insufficient facilities and equipment , (2) inadequate knowledge of
teaching strategies and approaches, (3) teaching subjects not directly related to
field of specialization, (4) lacks teaching experience, (5) limited in-service
trainings related to field of specialization, (6) non- mastery of subject matter.
Mitra (1998) recommends that (1) employees should take note that a
critical factor in measuring their work performance is the completion of their
work within the allowable time given. This will also indicate their efficiency and
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
16
effectiveness in their work. (2) There must be continuous communication and
feedback regarding the work performance of employees. Effective
communication can be achieved by conducting prior meetings to performance of
work or performance appraisal to ensure continued awareness of employees on
matters of performance evaluation. Post conferences and interviews are conducted
to provide employees with feedback about their work performance.
Professional and Personal Characteristics of Teachers
According to Slavin (1997), in addition to being critical thinkers and
creative decision makers, good teachers are lifelong learners. They practice self-
regulation which means they take responsibility for their knowledge and skills.
Further, they have set learning goals, motivate themselves to learn, monitor their
own progress, assess their own mastery of new knowledge and skills, and
continually redirect the course of their own learning as well as teach their students
the study skills, thinking skills and strategies that promote self-regulated learning.
The work values are regarded as important by teachers as concluded by
Puday (1997) on her study on Correlates of Teaching performance of the
Elementary School Teachers of Southern Tabuk. Top five work values lean
towards intrinsic value orientedness. There is still room for improvement for
strengthening the work values of the teachers. Teachers are knowledgeable about
their roles, functions and responsibilities. The level of job knowledge can further
be improved to a very knowledgeable level.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
17
Puday further recommends that (1) faculty development sessions should
include a discussion on work values to strengthen the work values of the teacher.
Internalization of the values can be effected through in-service training activities.
(2). Strengthening of job knowledge can be done through faculty development
programs focused on teacher roles, functions and responsibilities. (3). The level of
job satisfaction can be raised through increased teacher participation in decision
making on matters directly affecting their job. (4). The level of job performance
can be improved to the level of understanding through functional in-service
training programs. (5). Since work values, job knowledge and job satisfaction
significantly/highly correlate with job performance, the three independent
variables should be strengthened /improved in order to maintain or improve a
high level of job performance.
Andres (1985) added that the work values of Filipinos are affected by four
basic factors: (1) the economic environment wherein most Filipinos belong to a
low income group, (2) culture aspect wherein societal expectations pressure
Filipinos to maintain certain level of status, (3) education, which plays a vital role
in the development of Filipinos’ work values, and (4) politics which involves an
individual’s relationship in a group.
As cited by Puday (1997), Rillorta (1986) conducted a study among the
faculty of the University of Baguio as regards to their work values, job
dimensions and job satisfaction. The following are the top five work values of the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
18
college faculty: (1) job achievement, (2) independence, (3) relationship with
associates (4) intellectual stimulation, (5) economic returns.
Lasam (1988) as cited by Puday mentioned that the teacher is not merely a
classroom mentor. He is also a community leader. The teacher’ tasks are varied.
As such, he should be knowledgeable about matters pertaining to her job.
According to Lardizabal (1989), knowledge of the duties and
responsibilities of a teacher will help one realize the demanding nature of the
teaching profession. The community environment is an important factor in the
development of children. Today’s teacher is expected to become familiar with the
community and to work with people to improve community conditions. He
teaches important responsibilities in the establishment of harmonious relationship
between the school and the community. To perform this responsibility, the teacher
interprets the work and that of the school to parents by conferring with them about
their children at school and at home, cooperates actively in community
organizations and participates in various PTA activities and in community
activities for social, economic and political improvement.
Problems Encountered During Evaluation
No matter how well a rating procedure or instrument may have been made;
the performance appraisal may be attended by errors in its use. Dessler (2001)
stated that few of the manager’s jobs are fraught, with more peril than appraising
subordinates’ performance. Employees in general tend to be overly optimistic
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
19
about what their ratings are, and also know that their raises, career progress, and
peace of mind may hinge on how they are rated. Thus alone should make it
somewhat difficult to rate performance, even more problematic, however, are the
numerous structural problems that can cast doubt on just how fair the process is.
Sison (1991) states that the evaluation of the employee’s performance on
the job is one of the oldest and most universal practices of management in
employees’ relations. In many cases, the evaluation is informal, unsystematic, and
unrecorded. Good employees generally want to know how they are doing, what is
expected of them, how well they are meeting those expectations, how they can
improve, and what their supervisors think about the way they are doing their work.
Workers consciously or unconsciously evaluate themselves and their co-workers
and compare themselves with their colleagues.
Without a systematic method of evaluating employee performance, there
is a danger that the judgment of supervisors might be based upon incomplete
knowledge or be influenced by prejudice.
While there is a general acceptance of the objectives of performance
appraisal, there still exists widespread resistance against the traditional method,
ranging from apathy to complaints
.According to Richard Henderson as cited by Sanchez (1990), the
numerous specific errors that have resulted in such resistance are (1) Halo effect.
This is the tendency of raters to generalize the excellence along one performance
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
20
factor by increasing ratings along most if not all other factors. (2) Horn effect.
This is the opposite of halo effect, when raters are influenced by unsatisfactory or
unacceptable performance along one factor, to the extent that the rater is likewise
be given low ratings in other factors.(3) Central Tendency. This refers to the
tendency of some raters to judge performance of most of their subordinates within
the average rating range. Supervisors who have to rate several subordinates at the
same time and have to meet a deadline also often commit this error because of
haste. (4) Leniency. This is a case where the level of tolerance of the rater is high
such that he or she also gives usually high grades even to average performers.
(5) Strict rating. This on the other hand, is a case where the standards of the rater
are higher than normal or too high. (6) Latest behavior. During the scheduled
rating time, there are possibilities that ratings given to a subordinate are based on
latest observed behavior or impressions. (7) Initial impression. Some raters are
often influenced by their first impression of the ratee to the extent that the
formers performance appraisal of the latter maybe colored by initial impression.
(8) Prejudice or bias.(9) Politics. Some supervisors are prone to communicate to
their boss’s only conformation that the latter want to hear. (10) Embarrassment
avoidance. Many raters may have the need to avoid embarrassment by giving to
their superiors only such information that is favorable about the formers’ unit. (11)
Indecisiveness. One of the most common problems in appraisal is the rater’s
inability to make a categorical judgment on the level of acceptability of a rater’s
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
21
performance, whether satisfactory or not. Such indecisiveness often results in the
“central tendency error”.
The structures and formats used in many performance appraisal systems
today are themselves the sources of significant problems in rating as Ambrose
(1990) said. There should be more differentiation in order to make criteria more
applicable to specific jobs.
Some problems in the implementation of the PAST as found by Ocampo
(1987) are: difficulty of teachers to justify their ratings with the use of
explanatory statement, the setting up of performance targets involves many paper
work and it is time consuming on the part of the administrators, inability of
teachers to work out their performance appraisal rating sheets and the inadequate
background of knowledge and information on the PAST and negative attitude
toward the evaluation instrument.
Toyoken (2002) found in her study that both teachers and administrators
perceived the contents of the performance rating tool as much understood. The
perception of teachers and administrators do not differ significantly. The rating
tool is accomplished through self-rating with review but without post conference.
There are no follow-ups done after the accomplishment of the rating form. Setting
up targets was perceived to be a difficulty, however, majority perceived it to be
moderately difficult. This study is different from the present study in terms of
respondents and locale of the study. Toyoken looked into how the respondents
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
22
perceive the performance rating form as a tool in gauging the performance of
teachers while the present study looks into the perceptions of the teachers on the
extent of effectiveness of the Performance Appraisal System for teachers.
Teaching Performance in Relation
to Certain Variables
Previous studies conducted carry valuable insights on the variables used in
this research which are age, sex, civil status, educational qualification and length
of service.
The findings of Palma (1999) showed that the teachers differ in age, sex,
civil status, educational attainment, length of service; number of children and ages
of children. The ratio of socio-economic profile of teachers does not affect their
teaching performance except in the number of children which has a significant
effect.
Guillermo (1996) in her analysis of the performance ratings of elementary
school teachers in Laoag City found that performance rating was closely related
or dependent upon educational attainment. Other variables like age, sex, length of
service did not affect performance ratings of the teachers.
Conceptual Framework
The research is based on the concept that teachers engage in a myriad of
activities which are specifically involved in directing or facilitating learning in the
classroom. But they also perform activities outside the classroom; help plan
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
23
curricula and curriculum guides, take part in the supervision of activities,
participate in parent-teacher organizations, be involved in committee assignments,
attend conferences and teachers’ meetings and so on. (Aquino 1988) .
According to Zulueta, F. M. and Guimbatan, K. L. (2002), teachers are
often viewed as the most important variable in the classroom. Hence, anything
that concerns them must have an intelligent appraisal.
This study on the assessment of the Performance Appraisal System for
Teachers in the Division of Baguio City has been conceived to focus particularly
on the teachers’ perceptions on the extent of effectiveness, the degree of
seriousness of the problems encountered by the teachers as they rate themselves
and suggestions in order to further improve the rating tool. It presents a
conceptual framework in Figure 1 which will provide the direction for the study.
This operational paradigm includes three sets of variables. These are the
independent, dependent and intervening variables.
The independent variables which are presumed to influence the dependent
variables include the (1)Instructional Competence which is composed of four
major components which are (A) Lesson Planning and Delivery, (B) Technical
Assistance ( for master teachers only), (C) Learner’s Achievement and (D) School,
Home and Community Involvement. (2) Professional and Personal
Characteristics, (3) Punctuality and Attendance, (4) Plus Factors and suggestions
to improve the Performance Appraisal System for Teachers (PAST) and the
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
24
conduct of the evaluation.
This study assumes that the intervening variables such as (A) the teachers’
profile as to gender, civil status, age, educational qualification, current position,
and number of years in the service and (B) problems encountered in rating
themselves according to the performance indicators produce the impact upon the
dependent variables. These dependent variables are: (A) extent of effectiveness of
the performance appraisal system for teachers and level of seriousness of the
problems encountered by the teachers in rating themselves according to the
indicators in the performance appraisal for teachers.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
Independent Variables
Intervening Variables
Dependent Variables
Instructional Competence
Profile of
Effect of the Dep. Ed.
Respondents
performance rating form
A Lesson planning and delivery
·school
to teachers’ performance
·district
B. Technical assistance (for master teachers only)
· age
·Highly Effective (HE)-3
· sex
·Moderately
C. Learners’ achievement
· educational
Effective (ME)-2
qualification
·Not Effective (NE)-1
D. School, home and community involvement
· civil status
· current position
Professional and personal characteristics
· number of years
in the service
Punctuality and attendance
Plus Factors
Problems encountered
Degree of Seriousness
a. action research
by the teachers in :
·Very Serious (VS) -3
b. leadership
·Serious (S) -2
c. special projects
a. self- rating
·Not Serious (NS) -1
Others:
b. the conduct of the
a. Suggestions to improve the rating tool
evaluation
b. Suggestions for the conduct of the evaluation
Figure 1.
Paradigm showing the relationships of variables
25
26
Definition of Terms
For the purpose of clarification and better understanding of the study, the
following terms are defined as used in the study.
Central
Schools. These are schools located in main parts of the city where
the schools are located. .
Current
Position.
It is the academic status presently occupied by the
respondents. They maybe Teacher I, Teacher II, Teacher III, or Master Teacher,
Degree of effectiveness. This refers to how well Dep. Ed’s Performance
Appraisal System can gauge the performance of a teacher as to either highly
effective (3), effective (2), not effective (1).
Educational
Qualification. It is the highest degree obtained by the
respondent. The degree maybe Bachelor of Arts, Bachelor of Science, Master of
Arts, Doctor of Education or Doctor of Philosophy.
Instructional
Competence.
This refers to the ability of the teacher to
prepare and deliver lesson plans, improve learner’s achievement and involve
herself/himself in school, home and community activities.
Leadership.
These are the activities done by the teachers such as providing
assistance to co- teachers in improving their teaching competence, serving as
consultant in the preparation of supplementary instructional materials, assisting
school administrators in planning and managing in-service trainings and serving
as demonstration teachers.
27
Learner’s
Achievement. This refers to the number of percentage of pupils
who reached the target or even surpassed it.
Master
Teachers. They are the teachers next in rank to Teacher III. These
teachers provide assistance to teachers in improving their teaching experiences,
assists in the preparation of instructional materials and in the conduct of in-
service trainings and serves as models to the other teachers in their school.
Number of Years in Teaching. It refers to how long the respondents have
been teaching. They might have taught for 1-5 years, 6-10 years, 11-15 years, 16-
20 years or 21 years and above.
Non-Central
Schools. It refers to schools which are located in the different
barrios but far from the business central district.
Outstanding. It refers to a rating with a numerical value of 8.60-10 based
on the performance rating tool.
Performance
Appraisal. It is the process of observing and evaluating an
employee’s performance, recording the assessment, and providing feedback to the
employee.
Performance Appraisal System for Teachers. The term is abbreviated
(PAST). It refers to the evaluation instrument issued for determining the
performance of teachers based on the guidelines of Dep. Ed. Order Number 27,
Series 2002.
28
Performance Rating Form. It refers to the form accomplished by teachers
at the end of each term (November and April). The form includes instructional
competence, professional and personal characteristics, punctuality and attendance
and plus factors.
Plus
Factor.
This refers to the activities or accomplishments not included
in the first three areas of concern; this includes researches conducted, leadership
and special projects.
Poor. This refers to the numerical grade of the teachers with its descriptive
equivalent.
Punctuality
and
Attendance. It means how well the teacher follows the
working hours set by the department of Education.
Satisfactory. It refers to the rating with a numerical value of 4.60-6.59.
Socio-economic
Profile.
This refers to the gender, civil status, age,
highest educational attainment, current position and number of years of the
respondent in teaching.
Suggestions. This refers to the opinions and ideas of the respondents
which will help improve the rating tool.
Target. It means the number of percentage of pupils aimed by the teacher
to attain or even surpass a certain grade. It is usually done at the beginning of the
school year.
29
Teacher. A Dep. Ed. employee whose major job is to teach the subject
required by Dep. Ed. He/She may be Teacher I, Teacher II, Teacher III or Master
Teacher.
Technical
Assistance. This refers to any help given by the master teachers
to their co teachers in improving teaching competence, preparing prototype
instructional materials for use, assisting in the conduct of in-service
trainings/conferences and serving as demonstration teachers.
Unsatisfactory. This is the rating with a numerical value of 2.60- 4.59.
Very
Satisfactory. It is the rating with a numerical value of 6.60-8.59.
Hypotheses of the Study
The research put forward the following hypotheses for verification.
1. The socio-economic profile of the respondents varies.
2. The extent of effectiveness of the Performance Appraisal System for
Teachers is significant.
3. There is a significant difference on the perceptions of the respondents
on the extent of effectiveness of the performance appraisal system for teachers
along gender, age, civil status, educational attainment, current position and years
in teaching.
4. There is a significant effect on the degree of seriousness of the problems
encountered by the teachers in rating themselves according to the indicators in the
Performance Appraisal System for Teachers.
METHODOLOGY
Location of the Study
The study was conducted in three central and three non- central schools in
the city of Baguio which are located in the midst of the mountainous province of
Benguet. It is the lone city of the entire Region of Cordillera. The temperature in
this city is cold and it is the main reason why it is called the Summer Capital of
the Philippines. Figure 1 shows the map of the location of the schools under the
study.
Respondents of the Study
The respondents of the study are 225 permanent teachers of public
elementary schools of Baguio City. Baguio City has 36 complete public
elementary schools with almost 750 permanent teachers. Two schools represented
each district. One of which is a central school while the other, a non central
school. Thirty percent of the total population of teachers provided the much
needed information for the study. These teachers maybe Teacher I, Teacher II,
Teacher III, or Master Teachers. All the teachers from the three central schools of
Baguio and all the teachers from the selected three non central schools served as
respondents of the study. The fish bowl technique was used to select which non-
central school will represent each district.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
31
Table 1. Respondents of the study
DISTRICT/SCHOOL
NUMBER OF TEACHERS
District
I
1. Baguio Central School
70
2. Pacday Quino Elem. School
20
District
II
1.
Quezon
Elem.
School
25
2. Fort Del Pilar Elem. School
33
District
III
1.
Lucban
Elem.
School
57
2. Bonifacio Elementary School 20
Total Number of Teachers
225
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
33
Instrumentation
The study made use of the descriptive-survey method with questionnaire
as the main instrument in gathering the data. The questionnaire has four parts,
namely; profile of the respondents, extent of effectiveness of the Performance
Appraisal System for Teachers, level of seriousness of the problems encountered
by the teachers in rating themselves according to the indicators in the
Performance Appraisal System for Teachers, the conduct of the evaluation, and
suggestions for the improvement of the rating tool. Part I, the personal profile
includes, name (optional), school, district, gender, age, civil status, educational
background, current position and number of years in teaching. Part II concerns the
extent of effectiveness of the Performance Appraisal System for Teachers. Part III
contains the level of seriousness of the problems encountered in rating themselves
according to the performance indicators in the PAST and the conduct of the
evaluation form. Part IV consists of some suggestions for the improvement of the
PAST as well as the manner of the conduct of the same.
The performance appraisal system for teachers is composed of four major
areas: instructional competence, professional and personal characteristics,
punctuality and attendance, and plus factors.
Gathering of Data
The researcher asked permission from the City Schools Superintendent to
conduct the study and distribute the questionnaires to the different schools. When
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
34
it was approved, she asked permission from the District Supervisors and
principals to administer the questionnaires before she personally distributed the
survey questionnaires to the teachers. She personally retrieved them.
Statistical Treatment of the Data
The data gathered in the study were presented in tables, classified and
analyzed. The statistical treatments were presented according to the objectives of
the study.
Frequency counts, weighted mean and chi-square test, t- test, Friedman-
Rank test were used to analyze the data.
The 0.05 level of significance was used as the criterion point for the
acceptance or rejection of the study.
Validity of the Instrument
Some items in the questionnaire were formulated by the researcher based
on his experiences, readings from various materials pertaining to teaching
performance, and interviews from other teachers.
The draft of the instrument was presented to the adviser and the members
for comments and suggestions. Corrections were noted prior to its final draft. The
questionnaire was pre-tested among all the teachers at Magsaysay Elementary
School to test its validity.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
RESULTS AND DISCUSSION
This section presents the analysis and interpretation of the gathered data.
Specifically, it presents the discussion on the socio-economic profile of the
respondents; perception of teachers regarding the extent of effectiveness of the
Performance Appraisal System for Teachers (PAST), the differences of the
perceptions of the respondents on the extent of effectiveness of the PAST along
gender, age, civil status, educational attainment, current position and years in
teaching, the degree of seriousness of the problems encountered by the teachers in
rating themselves according to the indicators in the performance appraisal, the
conduct of the evaluation and some suggestions to improve the rating tool and on
the conduct of the evaluation.
Socio – Economic Profile of the Respondents
Table 2 shows the socio-economic profile of the respondents that includes
gender, civil status, age, educational attainment, current position and number of
years in teaching.
Among the six schools of the Division of Baguio City, there are more
female teachers over the male teachers as shown in the chi-square computed
value of 129.96 as compared to the tabular value of 3.841 at five percent level of
significance. It means that there is a significant difference of the gender of
the respondents.
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
36
Table 2. Socio-economic profile of respondents
Bonifacio
Pacday
Baguio
Lucban
Quezon
Fort Del
Elem.
Pilar
Quiño
Central
Elem.
Elem.
Statistical
Elem.
School
Elem.School
School
School
School Total
Analysis
School
Gender
Male 3
2
3
9
3
7
27
X²c = 129.96
Female 17
31
17
61
54
18
198
X²0.05 = 3.841
Total 20
33
20
70
57
25
225
Significant
Civil Status
Single 4
2
2
14
3
8
33
X²c = 237.12
Married 16
30
18
51
52
16
183
X²0.05 = 3.841
Widowed/Separated 0
1
0
5 2
1 9
Significant
Total 20
33
20
70
57
25
225
Age
24-30 1
6
4
8
3
10
32
31-35 9
7
3
12
3
6
40
36-40 5
9
7
19
8
2
50
X²c = 6.86
41-45 0
8
5
9
25
3
50
X²0.05 = 9.488
46 up
5
3
1
22
18
4
53 Not Significant
Total 20
33
20
70
57
25
225
Educ'l. Attainment
BS 6
11
7
17
7
6
54
BS with MA
5
18
10
37
35
9
114
X²c = 173.51
MA/MS 7
3
2
11
13
8
44
X²0.05 = 9.488
MA with Doc. Units
2
0
1
3
0
0
6
Significant
Ed. D./Ph.D.
0
1
0
2
2
2
7
Total 20
33
20
70
57
25
225
Current Position
T-1 9
16
10
30
12
13
90
T-2 4
9
4
15
5
7
44
X²c = 130.23
T-3 6
6
6
21
35
2
76
X²0.05 = 9.488
MT-1 1
2
0
4
5
1
13
Significant
MT-II 0
0
0
0
0
2
2
Total 20
33
20
70
57
25
225
Years in Teaching
1-5 yrs
4
5
3
19
5
12
48
6-10 yrs
9
10
9
16
6
6
56
X²c = 9.34
11-15yrs 4
11
8
15
9
3
50
X²0.05 = 9.488
16-20 yrs
1
2
0
8
18
0
29 Not Significant
21 yrs up
2
5
0
12
19
4
42
Total 20
33
20
70
57
25
225
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
37
Teaching in the public elementary schools of Baguio is dominated by
females. The finding implies that male perspective is becoming a rarity among
teachers.
The finding is in consonance with the article of Walden (2003) on “Up the
Career Ladder” which states that even if men do go into a career in education,
they don’t always stay in the classroom. Many choose to go into administration.
Castro (1996) however, revealed in his study that the male teachers were
motivated to enter the teaching profession on four areas namely, psychological,
social, intellectual and financial. Those whose parents have higher educational
attainment and those with average high school grade, value more the teaching
profession than the low and middle income groups and those whose parents
attained elementary and high school level only and those who got a grade of
outstanding, above average and fair.
Finally, Virgilia (1985) revealed in his study as cited by Castro that there
are also reasons on the part of the female teachers why they remain in the
teaching profession. The respondents rated love of teaching and because of
stability with 100%, it helps and support the family and teaching has prestige and
reputation with 98%, it is a dignified profession with 97%, very challenging job
with 98%, wanting to serve the country with 90%, making the youth children of
God with 88%, and for the satisfaction of fulfillment with only 82%.
Along civil status, teachers differ significantly as shown in the computed
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
38
chi-square value of 237.12 which is higher than the tabular value of 3.841 at
0.05 level of significance. The dominance of married teachers is true to all the six
schools. The result can be attributed to the age of the teachers. As the table also
shows, most of the teachers are within the age bracket of 24 and higher. As cited
by Montemayor (2004), Erik and Erickson, a psychoanalytic theorist, describes
this stage as generative and the sense of stagnation, where one of the social
expectations is to be married and form his/her own family.
Majority of teachers range in age from 46 and above followed by 38 to
45 years. Teachers aged 24-30 years represent the least number. As shown in the
table, the tabular value of 9.488 at five percent level of significance is greater than
the computed chi square value of 6.96. It means that there is no significant
relationship of the number of respondents per age bracket.
This findings imply that majority of the respondents are old. It could be
inferred that most of the teachers grow old in their teaching profession. .
According to educational attainment, majority of the respondents have
started working with their Masters Degree. Only a few are able to finish their
Masters Degree. Those who finished their BS and did not pursue their graduate
studies are these teachers who are new in the service. Still others have been in the
service for a long time but have lost interest to go back to school. This finding
supports the findings of Daodao (2000) in her study concerning the problems in
the pursuit to higher education as added financial responsibility, feelings of
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
39
incompetence to meet requirements, tight and flexible work schedule and poor
quality time to spend with family for not pursuing education.
It goes with the findings of Mina (2005) who believes that education is
still needed after many years of teaching. This can be done through training,
seminars, and pursuing higher education. From time to time, changes will occur in
the educational system as people do in a changing world. It is worth knowing that
educational development is the key to person’s door to prosperity.
The teachers differ significantly in their academic rank. The difference is
indicated by the computed value which is higher than the tabular value at five
percent level of significance. This finding could be attributed to the educational
attainment of the teachers that most of the teachers whether young or old have
only complied with the minimum requirements to be promoted to the next
academic rank. This finding refutes the study of Laureta (1999) on professional
advancement of public elementary teachers of Santol, La union and La Trinidad
which revealed that these teachers were highly motivated to upgrade their
teaching skills. They were moderately motivated to prepare for promotion, by
their peers, relatives and friends, to upgrade salary range, to acquire prestige,
inspired by school head, to qualify to teach in colleges and universities and to
avail of scholarship grants.
Meanwhile, few teachers are able to finish their graduate studies. This
finding could be attributed to lack of support from family members and
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
40
administrators, high tuition fee rates and the high cost of living these days. In
addition, the finding is supported by (Laureta 1999) who pointed out that lack of
funds, heavy teaching loads, lack of time, little opportunity to pursue professional
advancement, presence of schooling dependents, distance from school for
graduate studies, loss of interest , and difficulty in thesis writing are some reasons
for not pursuing graduate studies.
According to years in teaching there is a slight decrease for the number of
teachers who taught for 16-20 years. This could be due to the opening of teaching
jobs in other countries wherein recently, many of the teachers left the country to
work as teachers abroad. As shown in the table, the tabular value of 9.488 at five
percent level of significance is lesser than the tabular value at 9.34. The result
implies that the number of years rendered by the respondents in teaching do not
vary significantly. This finding could be attributed to the staffing pattern wherein
when someone retires; the number of teachers to be hired will not be more than
those who retired.
Perceptions of Teachers on the Extent
of Effectiveness of the Performance
Appraisal System for Teachers
The perceptions of the teachers on the extent of effectiveness of the
Performance Appraisal System for Teachers are shown in Table 3. The result of
the X2r test indicates that the respondents significantly differ in their
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
Table 3: Perceptions of teachers on the extent of effectiveness of the Performance Appraisal System for Teachers
EXTENT OF EFFECTIVENESS
PERFORMANCE INDICATORS
HE
E
NE WM DE
(3)
(2)
(1)
I. Instructional Competence
A. Lesson Planning and Delivery
1. Formulates/adopts objective of lesson plan.
143 82 0 2.64
HE
2. Selects content and prepare instructional materials/teaching aids. 139
86
0
2.62
HE
3. Selects teaching methods/strategies
150
73
2
2.66
HE
4. Relates new lesson with previous knowledge/skills 155
70
0
2.69
HE
5. Provides appropriate motivation
153 128 0 2.81
HE
6. Presents and develops lessons
151 73 1 2.67
HE
7. Conveys ideas clearly
143 82 0 2.64
HE
8. Utilizes the art of questioning to develop higher level of thinking 134 91 0 2.59
HE
9. Ensures pupils/students’ participation
148
77
0
2.68
HE
10. Addresses individual differences
133
90
2
2.58
HE
11. Shows mastery of the subject matter.
156
69
0
2.69
HE
Assessment
12. Diagnosis learner’s needs
142
82
1
2.63
HE
13. Evaluates learning outcomes
147
78
0
2.65
HE
14. Assesses lessons to determine desired outcomes within the allotted
135 90 0 2.60 HE
time
Management of Time and Learning Environment
15. Maintains clean and orderly classroom
158
67
0
2.70
HE
16. Maintains classroom conducive to learning
156
67
2
2.68
HE
41
Average
2.66
HE
Table 3. Continued. . .
PERFORMANCE INDICATORS
EXTENT OF EFFECTIVENESS
HE
E
NE
WM
DE
B. Technical Assistance ( for master teachers only)
1. Provides assistance to teacher in improving their teaching experiences
10
5
0
2.67
HE
2. Prepares prototype instructional materials for use
9
6
0
2.60
HE
3. Assists in the conduct of in-service trainings
8
7
0
2.53
HE
4. Serves as demonstration teacher on innovative teaching techniques,
classroom management and materials development.
9
6
0
2.60
HE
Average
2.60
HE
C. Learner’s Achievement
1. Improves learner’s achievement level
138
87 0 2.61
HE
D. School, Home and Community Involvement
1. Organizes and maintains functional homeroom PTA
121 100 1 2.54 HE
2. Conducts homeroom PTA meetings to report learner’s progress
122 99 4 2.52
HE
3. Disseminate policies, plans, programs and accomplishments to the
schools’ clientele
119 105 1 2.52 HE
4. Participates in community projects and in civic organizations
88 128 9 2.35 E
5. Encourages involvement of parents in school programs and activities 118
106 1 2.52
HE
Average
2.49
E
42
Table 3. Continued . . .
EXTENT OF EFFECTIVENESS
PERFORMANCE INDICATORS
HE E
NE
WM
DE
II. Professional and Personal Characteristics
1. Decisiveness
162
63
0
2.72
HE
2. Honesty/Integrity
170
54
1
2.75
HE
3. Dedication/Commitment
171
53
1
2.76
HE
4. Initiative/Resourcefulness 166
58
1
2.73
HE
5. Courtesy
166
58
1
2.73
HE
6. Human Relations
173
51
1
2.76
HE
7. Leadership
145
79
1
2.64
HE
8. Stress Tolerance
143
79
3
2.62
HE
9. Fairness/Justice
170
54
1
2.75
HE
10. Proper Attire/Good Grooming
160
62
3
2.69
HE
Average
2.72
HE
III. Punctuality and Attendance
Punctuality- Number of times tardy during the rating period
148
73
2
2.63
HE
Attendance- Number of days absent during the rating period
148
63
9
2.62
HE
Average
2.63
HE
IV. Plus Factors
Researches Conducted, Leadership Special Projects
73 128
24
2.22
E
X2 r = 12.286 * X20.05 = 5.991 * Significant
Category Statistical Limit
Description
3 2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49
Effective (E)
1 1.0 – 1.49
Not effective (NE)
43
44
perception of the extent of effectiveness of the Performance Appraisal System for
Teachers as indicated by the higher computed value of 12.286 as compared to the
tabular value of 5.991 at 0.05 level of significance. The hypothesis that the extent
of effectiveness of the Performance Appraisal System for teachers is significant is
therefore accepted. The finding means that teachers differ in their perceptions on
the extent of effectiveness of the Performance Appraisal System for Teachers.
Instructional competence and provides appropriate motivation tops the
average weighted mean. Coming up next is maintains clean and orderly classroom
followed by relates new lesson with previous knowledge /skills and shows
mastery of the subject matter. Participates in community projects and in civic
organizations got the lowest weighted mean of 2.35. On the average, all
performance indicators under instructional competence are perceived by the
teachers to be highly effective with an average weighted mean of 2.66. This
means that teachers are highly aware of their roles in attaining Dep Ed vision of
providing a school system where teachers and principals achieve the desired
learning outcome not only because they are empowered, competent and
accountable but because they care.
The performance indicators under school, home, and community
involvement were perceived by the teachers as effective with an average weighted
mean of 2.49. This finding could be attributed to the problems encountered by
teachers in parent involvement programs. Only few parents are actively involved
45
in school community activities. This finding is in consonance with the idea of
Honig (1990) that some parents are uninvolved or disinterested due to personal
problems, parental fears, difficulty in seeing self as educator and responsible
person in the life of a child. The findings of Agnaonao (1999) on her study about
the role of parent-teacher-community association on pupil development are in
contrast with this finding. The home factor, pupil factor, teacher factor, and
community factor have significant effect of the attainment of the objectives of the
parent-teacher-community association.
Table 3 also reveals that teachers perceived the performance indicator on
participates in community projects and in civic organizations the lowest in rank
with an average weighted mean of 2.35. This finding could be attributed to the
multifarious roles of teachers and they barely have time to participate in
community projects and in civic organizations. Most teachers are overloaded, thus,
they do not have much time for other activities. This study is in contrast with
Lamug (2003) who said that educators must concern themselves not only with the
psychology of children but also with the sociology of human behavior. The effect
of the family, neighborhood and community upon young people is demanding
more increasingly more attention. No individual develops apart from the culture
in which he lives. Every man is the product of his time and place. In order to
understand the children, to plan daily activities intelligently, and to work
successfully with parents, teachers must know the social forces that shape the
46
community.
Under professional and personal characteristics of teachers,
dedication/commitment tops the weighted mean followed by honesty/integrity and
fairness/ justice. Stress tolerance got the lowest weighted mean followed by
leadership and proper attire/good grooming. Expectedly, teachers perceived all
the performance indicators to be highly effective with an average weighted mean
of 2.72. The results could be attributed to the fact that the performance indicators
under personal and professional characteristics are necessities for a teacher to be
able to perform his functions and responsibilities as a teacher. This finding
confirms the idea Danao (1991) when he talked about the tremendous impact of a
teacher to the children considering the thousands of hours she spends with her
pupils in the course of her professional career. Therefore, she must accept her role
in sharing, knowledge and in giving insight into the possible guidance and
experiences that will enable pupils to grow and develop toward intelligent and
wholesome maturity.
Further, this finding supports the idea of Aquino (2002) in his article on
Enhancing the Teacher’s Personal Effectiveness for Effective Teaching and
Learning that pleasing personality enhances the personal effectiveness of a
teacher and commands the respect of her pupils, fellow teachers, superiors, and
the community. Other factors such as good grooming, well-modulated voice,
sense of humor, devotion to duty, professional growth and fairness also enhance
47
the teachers’ personal effectiveness for effective teaching and learning.
Along punctuality and attendance, the average weighted mean of 2.63
reveals that teachers perceived this performance indicator as highly effective in
gauging the performance of teachers. This implies that teachers play important
roles in the teaching – learning process. Thus, their absence paralyzes the learning
process.
The findings of this study supports the idea of Sabbaluca (2003) that
unauthorized absences, early departures, extended breaks or slow downs redounds
to low production and detergent in the quest for quality education.
Plus factors are perceived by teachers to be effective. Among all the
performance indicators in the performance rating form, plus factors were given
the lowest weighted mean of 2.22. This finding could be attributed to the number
of pupils they have with a lot of activities other than teaching to attend to.
Majority of the respondents is also married with families to attend to so they do
not have much time to conduct researches, and perform special projects. This
finding supports the finding of Surasak (2000) that in private schools, they have
lesser number of pupils so they have more time to conduct researches. In the
public schools, they cannot deny enrollment, and so, they have no time for
research. Teachers pointed out that they recognize that research helps them
discover new approaches, methods and techniques in teaching.
This study supports the idea of Bautista (1993) when he said that let the
48
teacher teach and teach: keep away from too much paper work and other
intervening activities during teaching days, and provide her with technical
assistance if necessary.
Furthermore, the findings of Toyoken (2002) revealed that the area on plus
factors was fairly understood which indicates the lack of knowledge on plus
factors, lack of time in earning plus factors due to additional activities and
backing for special projects.
Respondents’ Perceptions on the Extent
of Effectiveness of the Performance
Appraisal System for Teachers as
to their Socio-Economic Profile
Gender
Table 4 shows the differences of the perceptions of the respondents
according to gender on the extent of effectiveness of the Performance Appraisal
System for Teachers.
Based on the chi-square test, the computed value of 1.86 is lower than the
tabular value of 2.145 at five percent level of significance. This proves that there
is a significant difference on the extent of effectiveness of the Performance
Appraisal System for Teachers. Therefore, the hypothesis that there is a
significant difference on the perception of the respondents on the extent of
effectiveness of the performance appraisal system for teachers along gender is
rejected.
Table 4. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for
teachers according to gender
PERFORMANCE INDICATORS GENDER_____
Male Female AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.51 2.73 2.62 HE
B. Technical Assistance (For Master Teachers Only) 2.75 2.60 2.68 HE
C. Learners’ Achievement 2.33 2.70 2.52 HE
D. School, Home and Community Involvement 2.30 2.55 2.43 E
II. Professional and Personal Characteristics 2.54 2.76 2.65 HE
III. Punctuality and Attendance 2.56 2.76 2.66 HE
IV. Plus Factors 2.26 2.28 2.27 E
t c = 1.86ns t 0.05 = 2.145 Not Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
49
50
Professional and personal characteristics together with punctuality and
attendance were rated by the females with the highest average weighted mean.
Coming up next is technical assistance which was rated the highest by the males.
Plus factors got the lowest weighted mean given by both males and females. The
performance indicator on school, home and community involvement and learners’
achievement was also perceived by the males to be effective while the females
perceived them as highly effective.
These findings could be attributed to the subjects taught by the males
such as industrial arts, agriculture and physical education. In these subject areas,
pupils are usually taught hands on. Pupils usually do not finish their work within
the allotted time due to lack of tools for industrial arts and agriculture.
On the other hand, females perceived all the items under instructional
competence to be highly effective. The result implies that females are more
receptive to suggestions and instructions than males. For technical assistance, the
indicators are intended for master teachers only. The average weighted mean for
males and females show that both perceive the indicators to be highly effective.
Along school, home and community involvement, males perceived the
items to be effective with an average weighted mean of 2.30 while females
perceived all the items to be highly effective with an average weighted mean of
2.55 except on the item on participates in community projects and civic
organizations which was perceived to be effective.
51
This finding could be attributed to teachers’ multifarious duties and
responsibilities and do not have enough time to participate in community projects
and civic organizations.
Expectedly, females believed the indicators under school, home and
community involvement to be highly effective. This finding implies that female
teachers believe that the parents in the home and the teachers in the schools
should have a sympathetic understanding of one another’s work. This is supported
by the idea of Dela Peña (2005) that parents and teachers should labor together
harmoniously to benefit the children physically, mentally, and spiritually.
Males and females perceived the performance indicators under
professional and personal characteristics to be highly effective. Male teachers
though, perceive initiative/resourcefulness, stress tolerance, and fairness/justice to
be effective. This result could be attributed to the fact that females are more
patient and resourceful than the males.
On punctuality and attendance, both males and females perceive these
performance indicators to be highly effective. Attendance and punctuality are
necessities for every employee in every agency. This finding supports the idea of
Raymundo (1995) that teachers should be punctual for pupils expect their teachers
to be models.
Male and female teachers perceived plus factors to be effective with an
average weighted mean of 2.26 and 2.28 respectively. This implies that teachers
52
are engrossed with their roles inside the classroom and find less time for research
and other extra curricular activities. The findings of this study supports the
findings of Toyoken (2002) that the area on plus factors is fairly understood by
the respondents. Furthermore, Ocampo’s (1987) findings indicates the lack of
knowledge on plus factors and the lack of time in earning points due to additional
activities and backing for special projects.
Age
Table 5 shows the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to age.
The result of the X2r test indicates that the respondents significantly differ
on their perceptions on the extent of effectiveness of the performance appraisal
system for teachers as shown by the higher computed value of 12.11 as compared
to the tabular value of 9.488 at 0.05 level of significance. Thus, the hypothesis
that there is a significant difference on the extent of effectiveness of the
perceptions of teachers according to age is accepted. The findings imply that the
age of the respondents affects their perception on the extent of effectiveness of the
performance appraisal system for teachers. As one matures, he gains more
experiences which will affect how he reacts and decides.
In addition, the result is similar to the idea of Anderson (1959) that in
many cases the performance of older workers differed from that of the younger
ones. They even differed in expectations as shown by Henricks (1959) as cited by
Table 5. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for
teachers according to age
PERFORMANCE INDICATORS
AGE RANGE
24-30 31-35 36-40 41-45 46-UP AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.51 2.65 2.69 2.62 2.78 2.65 HE
B. Technical Assistance (For Master Teachers Only) - - 2.35 2.88 2.67 2.63 HE
C. Learners’ Achievement 2.56 2.62 2.70 2.58 2.75 2.64 HE
D. School, Home and Community Involvement 2.41 2.49 2.60 2.50 2.54 2.51 HE
II. Professional and Personal Characteristics 2.60 2.77 2.74 2.71 2.82 2.73 HE
III. Punctuality and Attendance 2.75 2.78 2.66 2.60 2.63 2.63 HE
IV. Plus Factors 2.28 2.28 2.40 2.18 2.56 2.34 E
X 2 r = 12.11* X 2 0.05 = 9.488 * Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
53
54
Anderson who found that younger employees had significantly higher
expectations regarding salary increase than the older ones.
Civil Status
Table 6 shows the perceptions of teachers on the extent of effectiveness of
the performance appraisal system for teachers according to civil status The X2r
test shows that the respondents differ significantly in their perceptions on the
extent of effectiveness of the performance appraisal system for teachers as
indicated by the higher computed value of 7.71 as compared to the tabular value
of 5.991 at 0.05 level of significance. The hypothesis that there is a significant
difference on the perceptions of the respondents on the extent of effectiveness of
the performance appraisal system for teachers according to civil status is therefore
accepted.
The finding means that civil status affects the perceptions of the teachers
regarding extent of effectiveness of the performance appraisal system for teachers.
On the average, the performance indicators under instructional competence were
perceived by the respondents whether single, married, widowed or separated to be
highly effective. However, seven performance indicators under instructional
competence were perceived by the single respondents to be effective. However,
seven performance indicators under instructional competence were perceived by
the single respondents to be effective. Selects content and prepare instructional
materials or teaching aids, selects teaching methods or strategies, presents and
54
55
Table 6. Perceptions of the respondents on the extent of effectiveness of the
performance appraisal system for teachers according to civil status
PERFORMANCE INDICATORS
CIVIL STATUS
Single Married Widowed /
Separated AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery
2.50 2.73 2.64 2.63 HE
B. Technical Assistance 2.17 2.82 3.00 2.66 HE
(for Master Teachers only)
C. Learners’ Achievement 2.58 2.69 2.67 2.65 HE
D. School, Home and
Community Involvement 2.35 2.39 2.63 2.46 E
II. Professional and Personal
Characteristics 2.69 2.78 2.89 2.79 HE
III. Punctuality and Attendance 2.68 2.71 2.67 2.69 HE
IV. Plus Factors 2.09 2.20 2.67 2.32 E
X2r = 7.71 * X20.05 = 5.991
*Significant
Category
Statistical Limit
Description
3
2.50 – 3.00
Highly Effective (HE)
2 1.50 – 2.49
Effective (E)
1 1.00 – 1.49 Not Effective (NE)
develops lessons, conveys ideas clearly, assesses lessons to determine desired
outcomes within the allotted time and maintains a clean and orderly classroom
were perceived by the single teachers to be effective. This finding could be
attributed to the years in service of these respondents. Most of the single
55
56
respondents are new in the service. As one matures in the service, his experiences
would play a great role in the realization of his goals. Expectedly, all married and
widowed or separated respondents perceived all the performance indicators under
instructional competence to be highly effective.
Along technical assistance which is intended for master teachers only,
single master teachers perceived this indicator to be effective while the married
teachers and widowed or separated perceived them as highly effective. The
findings imply that married teachers and widowed or separated teachers are more
aware of their role as master teachers.
Along school, home and community involvement, single and married
teachers perceived the item to be effective while widowed/divorced teachers
perceived the indicators to be highly effective. This finding could be attributed to
the experiences of teachers with regards to homeroom parent-teachers’
association. This finding supports the idea of Allen and Catron (1999) that the
complexities of modern life, the presence of balancing work and family
commitments, and the demands on parents’ time are factors that contribute to an
expanded view of parent participation.
Expectedly, all teachers regardless of civil status perceived all the
performance indicators under professional and personal characteristics to be
highly effective. This perception indicates that these respondents firmly believe
that professional and personal characteristics play an important role
56
57
in becoming an efficient and effective teacher.
Educational Attainment
Table 7 presents the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
educational attainment. The X2 r test proves that the respondents regardless of
educational attainment do not differ significantly in their perception on the extent
of effectiveness of the performance appraisal system for teachers as indicated by
the lower computed value of 5.51 compared to the tabular value of 9.488 at 0.05
level of significance. The hypothesis, that there is a significant difference of the
perceptions of the respondents on the extent of effectiveness according to
educational attainment is therefore rejected.
This finding could be attributed to the fact that most of the respondents
belong to the same level of educational attainment. The result is negated by
Carantes (1994) that educational attainment has a significant relationship on
teacher performance.
On instructional competence, all teachers regardless of educational
attainment perceived the performance indicators under instructional competence
to be highly effective. Surprisingly “selects teaching methods/strategies” and
“conveys ideas clearly” were perceived by teachers who are Bachelor of Science
graduates to be effective as shown by the weighted mean of 2.49. From this
finding, we could infer that most of these teachers were new in the service so they
57
Table 7. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for teachers
according to educational attainment
EDUCATIONAL ATTAINMENT___________
PERFORMANCE INDICATORS
BS BS with MA MA with Ed. D. / AWM DE
MA units Doc’ Units Ph. D.
I. Instructional Competence
A. Lesson Planning and Delivery 2.57 2.69 2.58 2.68 2.76 2.66 HE
B. Technical Assistance (For Master Teachers Only) 2.75 2.68 2.60 - - 2.68 HE
C. Learners’ Achievement 2.58 2.68 2.50 2.50 2.75 2.60 HE
D. School, Home and Community Involvement 2.62 2.50 2. 42 2.47 2.50 2.50 HE
II. Professional and Personal Characteristics 2.70 2.77 2.67 2.63 2.69 2.69 HE
III. Punctuality and Attendance 2.82 2.68 2.58 2.59 2.69 2.67 HE
IV. Plus Factors 2.06 2.20 2.34 2.20 2.62 2.28 E
X 2 r = 5.51ns X 2 0.05 = 9.488 Not Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
58
58
59
have attended a few in – service trainings which were intended for teacher
development. Navarro (1986) emphasized that one truism that has been proven
time and again is that the teacher makes the difference. The qualities of the
teacher’s interactions with his students determine to a large extent how successful
or unsuccessful the results of his efforts are. It is therefore important that a teacher
understands clearly what he should do to bring about desirable learning to the
students. He should be proficient in the skills necessary to carry out his
responsibilities and tasks.
Furthermore, Licuanan (2003) pointed out that teacher development is the
concern of many groups committed to the improvements of standards of
education in the country. At the Basic Education level, the Department of
Education, higher education institutions with teacher education departments, non-
governmental organizations and civic groups have become increasingly active in
the in-service training of teachers in order that those already in the teaching
profession can improve themselves as teachers and thus more effectively become
a truly positive force in the development of students.
On technical assistance which is intended for master teachers only, the
table shows that there are no teachers who finished their Master of Arts degree
with doctoral units and those who finished their doctoral degree. It means that it is
not a requirement for being a master teacher. On the average, the table shows that
these master teachers perceived the performance indicators under technical
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assistance to be highly effective except on assists in the conduct of in-service
trainings which was perceived to be effective by the Bachelor of Science
graduates and prepares prototype instructional materials for use which was
perceived by the teachers who had some MA units to be effective. These could be
attributed to the fact that most master teachers handle advisory classes and are
engaged in much paperwork. This finding is different from Alimba (2002) where
she found out that administrators perceived that utilization of master teachers in
every school to assist other teachers in their instructional needs as one of the best
strategies. Furthermore, she said that the master teachers’ role is to provide
assistance to their peer in their classroom work so they can improve the quality of
their teaching.
Surprisingly, performance indicators under School, Home and Community
Involvement got the lowest weighted mean given by all respondents. All
respondents except those who had doctoral units and those who finished their
doctoral degree perceived these indicators to be effective. The
perceived
difference in the extent of effectiveness of the performance indicator “Home,
School, and Community Involvement” maybe attributed to the experiences of
teachers with groups of parents that they have every year. Only few parents are
responsive to information about parents’ – teachers’ meetings. This finding
supports the study of Galaang (1999) on Instructional Management Skills to
Primary Teachers in the Public Elementary Schools in Region I where she
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mentioned the 13 problems encountered in the instructional management skills of
primary teachers in the public elementary schools in region I. Lack of parents
concern for the welfare of their school children in school ranked third. This
finding further supports the finding of Chanao (1998) that there is no significant
difference in the extent of involvement of parents and teachers in PTA activities.
Meanwhile, the average weighted mean of the perceived extent of
effectiveness of the performance indicators under professional and personal
characteristics ranges from 2.63 to 2.70. The results indicate that all the
performance indicators are perceived by the respondents to be highly effective.
The result implies that there is no significant difference on the perceptions
of the teachers in relation to educational attainment. However, teachers perceive it
in different degrees. The difference is an indication that teachers’ characteristics
are associated problems affecting the educational system such as lack of school
facilities, problems of pay scale of teachers, uncontrollable growth rate of school
children, and low morale of teachers (Petilla 2003).
Meanwhile, the average weighted mean of the perceived extent of
effectiveness of punctuality and attendance ranges from 2.58 - 2.98. The result
implies that punctuality and attendance are highly effective in gauging the
performance of teachers. This finding is the same with the idea of Dela Cruz
(2006) when he said that time is so precious so teachers should stay in their
classroom teaching their pupils.
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The respondents perceived plus factors to be effective except those who
finished their doctoral degree who perceived the indicator to be highly effective.
The finding may be attributed to lack of knowledge on plus factors. Other reasons
could be due to the fact that public school teachers handle big classes and are
overloaded. These would hamper the teachers from doing extra work other than
teaching. The finding supports the study of Ocampo (1987) where she found the
area on plus factors were perceived by the teachers to be moderately effective.
Further, she emphasized that some of the problems encountered are inadequate
background and information as well as negative attitude towards evaluation.
Current Position
Table 8 reveals the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
current position. The X 2 r shows that the respondents do not differ significantly on
their perceptions as shown by the computed value of 3.86 which is lesser than the
tabular value of 7.815 at 0.05 level of significance. The hypothesis that there is a
significant difference of the extent of effectiveness of the performance appraisal
system for teachers according to current position is therefore rejected. On the
average, the result implies that current position of the respondents does not affect
the perception of the respondents regarding the extent of effectiveness of the
content of the performance appraisal system. Teacher III perceived the
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Table 8. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system for
teachers according to current position
CURRENT POSITION
PERFORMANCE INDICATORS
Teacher Teacher Teacher Master
I II III Teacher AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.65 2.68 2.74 2.69 2.69 HE
B. Technical Assistance (For Master Teachers Only) - - - 2.50 2.50 HE
C. Learners’ Achievement 2.61 2.71 2.70 2.60 2.66 HE
D. School, Home and Community Involvement 2.50 2.59 2.46 2.61 2.54 HE
II. Professional and Personal Characteristics 2.67 2.76 2.79 2.85 2.77 HE
III. Punctuality and Attendance 2.75 2.56 2.63 2.78 2.68 HE
IV. Plus Factors 2.23 2.49 2.37 2.53 2.41 E
X 2 r = 3.86 ns X 2 0.05 = 7.815 Not Significant
Category
Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
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1 1.00 – 1.49 Not Effective (NE)
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performance indicators under instructional competence to be highly effective and
with the highest average weighted mean but the same group of teachers perceived
the performance indicators under school, home and community involvement with
2.46 which means it is effective to them. This could be attributed to the attitude of
most parents which could be due to the fact that most parents have to work and
find less time to attend to PTA activities.
On punctuality and attendance and plus factors, Teacher II perceived the
indicators to be effective while Teacher I, II and Master Teachers perceived the
indicators to be highly effective. On the average, punctuality and attendance were
perceived to be highly effective which means that teachers are aware of their
roles that without them, teaching – learning process will be interrupted.
Years in Teaching
Table 9 shows the perceptions of the respondents on the extent of
effectiveness of the performance appraisal system for teachers according to
number of years in teaching. The X2r test proves that the respondents differ
significantly on their perceptions on the extent of effectiveness of the
performance appraisal system for teachers as shown by the higher computed value
of 13.57 as compared to the tabular value of 9.49 at 0.05 level of significance.
The hypothesis that there is a significant difference on the perceptions of the
respondents on the extent of effectiveness of performance appraisal system for
teachers is therefore accepted.
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Table 9. Perceptions of the respondents on the extent of effectiveness of the performance appraisal system
for teachers according to years in teaching
PERFORMANCE INDICATORS
_ ___ YEARS IN TEACHING
1 – 5 6-10 11-15 16-20 21 UP AWM DE
I. Instructional Competence
A. Lesson Planning and Delivery 2.67 2.66 2.64 2.64 2.80 2.68 HE
B. Technical Assistance
(For Master Teachers Only) - 2.5 0 2.94 2.00 2.73 2.54 HE
C. Learners’ Achievement 2.68 2.57 2.62 2.51 2.83 2.64 HE
D. School, Home and Community
Involvement 2.47 2.59 2.43 2.36 2.68 2.51 HE
II. Professional and Personal Characteristics 2.74 2.64 2.67 2.66 2.94 2.73 HE
III. Punctuality and Attendance 2.74 2.64 2.66 2.68 3.00 2.74 HE
IV. Plus Factors 2.23 2.23 2.40 2.31 2.57 2.35 HE
X 2 r = 13.57 * X 2 0.05 = 9.49 * Significant
Category Statistical Limit Description
3
2.50 – 3.00 Highly Effective (HE)
2 1.50 – 2.49 Effective (E)
1 1.00 – 1.49 Not Effective (NE)
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The result implies that the number of years in teaching affects the
perception of teachers regarding the extent of effectiveness of the performance
appraisal system for teachers. Experience plays a great role in decision making in
relation to teaching. This result supports the study of Parra (1990) as cited by
Sameon II (2002) when he concluded that the greater the number of years in
teaching perceived their level of teaching effectiveness better than those with
fewer years in the field of teaching.
On the average, instructional competence was perceived by all
respondents regardless of the number of years in teaching to be highly effective.
This shows that teachers are highly aware of their roles in attaining the desired
learning outcome. However, on technical assistance, it was perceived to be
effective by the teachers who served 16-20 years. School, home and community
involvement was perceived by teachers who served for 1-5 years, 11-15 years and
16-20 years to be effective. This finding could be attributed to too many school
activities wherein teachers have to attend to. The finding is in contrast with the
idea of Dela Peña (2005) that parents and teachers should continue working
hand – in- hand so that school related projects be undertaken fully. Parents and
teachers should always maintain open communication so that negative attitudes
towards each other be settled or cleared, must be open - minded individuals so
that acceptable measures be applied.
Along professional and personal characteristics, all performance indicators
were perceived to be highly effective by all respondents. This shows that the
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contents are necessary in order for learning to occur. Pupils, parents and co-
workers would respect and trust any employee who is dedicated/committed,
resourceful, courteous, fair, and can make good decisions, dresses properly and
most of all with good human relations. The personality of the teacher greatly
affects the teaching-learning process. This supports the findings of Toyoken
(2002) that the area is accepted by the respondents in gauging the performance of
teachers.
Furthermore, this finding agrees with the idea of Aquino (2002) that
grooming enhances the personal effectiveness of a teacher. A well-groomed
teacher is personally effective in and outside the classroom. Devotion to duty,
fairness, physique, having well-modulated voice, smile, teachers’ license and
professional growth are among the ways of enhancing teachers’ personal
effectiveness.
Surprisingly, teachers who served 16-20 years in teaching perceived
dedication/commitment to be effective with a weighted mean of 2.00. This is in
contrast with Aquino (2002) who said that devotion to duty is a way of enhancing
teachers’ effectiveness. However, they perceived it to be effective and they still
believed that the teaching-learning process is the greatest beneficiary in their
devotion to duty.
The performance indicators on plus factors were perceived to be effective
except teachers who had been teaching for 21 years and above who perceived it to
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be highly effective. The finding implies that the performance indicators under
plus factors should be explained thoroughly to the teachers.
Degree of Seriousness of the Problems
Encountered by the Teachers
In Self-Rating
The perceptions of teachers on the degree of seriousness of the problems
encountered are presented in Table 10. The degree of seriousness of the problems
encountered is expressed in the following scale: 3 – very serious, 2 – serious, 1 –
not serious. As shown in the table, teachers perceived the problems to be serious.
Result of the Friedman Rank test indicates that the respondents differ
significantly as to their perceptions on the degree of seriousness of the problems
as shown by the computed value of 12.00 which is higher than the tabular value of
5. 991 at 0.05 level of significance. Thus, the hypothesis that there is a significant
effect on the degree of seriousness of the problems encountered by the teachers in
rating themselves according to the indicators in the performance appraisal system
for teachers and the conduct of the evaluation is accepted. The result could be
attributed to the manner of the conduct of the evaluation and the attitude of the
teachers in accomplishing the evaluation form.
This finding is in consonance with the idea of Dessler (2001) that no
matter how well a rating procedure or instrument may have been made; the
performance appraisal may be attended by errors in its use. Cabatu (1994) further
emphasized that the process of evaluation especially the appraisal of performance
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Table 10. Degree of seriousness of the problems encountered by the teachers in
rating themselves according to the indicators in the performance
appraisal system for teachers.
PROBLEMS ENCOUNTERED DEGREE OF SERIOUSNESS
BY THE TEACHERS VS S NS TOTAL WM DE
A. In self rating
Clarity of objectives
43 94 81
218 1.83 S
Fairness of the process 46
95 82 223 1.84 S
Understanding the content
of the Performance Appraisal
System for Teachers 36 113 76 225 1.82 S
Subjective
33
110 82 225 1.78 S
B. The conduct of the evaluation
Attitude in accomplishing the
evaluation form
50 97
78 225 1.88 S
Manner of the conduct of the
evaluation
42 106 77 225 1.84 S
X2 r = 12.00*
X2 0.05 = 5.991
* Significant
Legend;
VS - Very Serious
S – Serious
NS – Not Serious
WM – Weighted Mean
Category
Statistical Limit
Description
3
2.50 – 3.00
Very Serious (VS)
2
1.50 – 2.49
Serious (S)
1
1.00 – 1.49
Not Serious (NS)
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is a human endeavor and being a human activity at that it is frequently subject to
certain errors and weaknesses. In this case, administrators should maintain
objectivity to avoid faculty distrust towards evaluation.
The result shows that the degree of seriousness of the problems
encountered by the teachers in rating themselves according to the indicators of the
performance rating and the conduct of the same were perceived by the
respondents to be serious. In addition, the result could be attributed to the manner
of the conduct of the evaluation wherein regular feedback is not provided to the
teachers which is intended for development purposes. It supports the findings of
Toyoken (2002) that the respondents lack understanding on the process of
accomplishing the rating form and not the content due to certain complexities in
the manner of accomplishing the rating form. Moreover, the problem encountered
is lack of orientation on the manner of accomplishing the rating form.
Furthermore, Toyoken’s findings revealed that the respondents perceived
the problem on subjectivity to be moderately serious, and the clarity of objectives
to be fairly serious. The administrators perceived the problem on unclear
objectives to be moderately serious since there were no post conferences or
orientations conducted to clarify the objectives of the evaluation.
Many people attribute good performance to their own efforts and blame
poor performance on other factors. These biases can be moderated if objective
standards exist and the ratee is regularly provided genuine feedback. As these
evaluations tend to focus on personal growth and motivation, they are best used
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for developmental, rather than administrative purposes (Bowman, 1999).
These results support the study of Velasco (2006) that administrators
perceived the degree of seriousness of the problems met in the evaluation of
school administrators that some are not honest enough in filling in the
performance rating form, neither objective nor subjective criteria for evaluation,
negative attitude of the school administrators and too many portfolios to prepare.
However, a bias in giving grades/evaluating school administrators is perceived
not serious. Furthermore, fairness in giving of performance appraisal system for
teachers is very much needed (Del Valle, 2005).
Teacher evaluation is a necessary step in ensuring good schooling. As
shown, several authors have identified the importance of evaluation as well as
characteristics of a good evaluation tool. Since they claim no evaluation tool is
perfect, it is necessary to improve the evaluation tool, just as a person is evaluated
in order to determine his strengths and weaknesses. As stated by Dessler (2001),
appraisals provide the opportunity to review the employee’s career plans in the
light of his/her exhibited strengths and weaknesses, allows the boss and
subordinates develop a plan for correcting deficiencies the appraisals might have
unearthed and to reinforce the things the subordinates do correctly.
The suggestions are strengthened by Vicentino (2002) that the appraisal of
a worker’s performance should aim in keeping him informed of the level of
achievement he has attained in accordance with the target set for him within a
period as observed by the rater. It should challenge him constructively to improve
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his performance by informing him how far he has gone and how much he has to
do to cope with the goal, in case his pace leaves much to be desired.
Suggestions for the Improvement
of the Performance Appraisal
System for Teachers
Sixty two percent of the respondents agreed that demonstrates flexibility
and being responsive are important characteristics of a good teacher. Teachers
must seek to develop greater levels of understanding and to make changes when
necessary. The finding supports Caluag (2003) who said that teachers should
persevere in spite negative reactions and further states be flexible and learn from
failure. One can always make a U – turn or build on criticism and disappointment.
Another suggestion was conveys ideas clearly and accurately. A teacher must
possess good communication skills and this can be enhanced through trainings,
active participation during seminars and symposiums. Learning involves
communication between teachers and learners. As a co-communicator, the teacher
is tasked to develop student’s communicative skills for effective interaction. As
shown in the table, seventy five percent of the respondents believed that positive
attitude is a factor that should be rated since they believe that this is an important
factors in the teaching-learning process. Further, seventy three percent of the
respondents agreed that in-service trainings as part of professional development
are important for every teacher. This is corroborated by the findings of (Alimba
2002) that teachers perceived that sending teachers to appropriate trainings to be
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Table 11. Some suggestions to be included under each item to further improve the
performance appraisal system for teachers
SUGGESTIONS
FREQUENCY PERCENTAGE
1. Demonstrates flexibility and responsiveness
139
62%
2. Conveys ideas clearly and accurately
124
55%
II. Professional and Personal Characteristics
3. Obedience
119
53%
4. Positive Attitude
168
75%
IV. Plus Factors
5. Trained and coached a contestant in school
139
62%
level
6. Subject area/coordinator in school
135
60%
7. In-service trainings
165
73%
Others:
8. Functional/responsible faculty club officer
2
0.89%
9. Peacemaker teacher in the school
2 0.89%
and in the community
X2 c =15.024*
X2 0.05 -12.592
* Significant
to be very effective.
An internet article entitled “Teachers for the 21ST Century Making the
Difference” stresses the importance of professional development of teachers to
quality education. It states that quality teachers are themselves learners and that
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one of the eight key factors that explains differences in comparable rates of
student achievement was the extent to which teachers have participated in recent
intensive professional development programs. It points out a research that
confirms the value of professional development where it is identified and
implemented within the school context to meet the needs of their teachers and
students for the continuous professional practice. Central to its effectiveness are:
the support for education systems and schools to embed professional development
effectively in conventional work practices; the extent to which professional
development is centered on the curriculum and agreed student learning outcomes,
and the willingness of teachers to take responsibility for their own professional
growth, to reflect upon their practices, try new approaches and make collaborative
decisions about future studies and priorities.
Furthermore, to be an effective teacher, he must be trustworthy, and can
encourage good things in their co-teachers and administrators. He must have a
positive attitude towards his work ( Nolasco, 2006).
Trained and coached a contestant in school level and being a subject area
coordinator/chairman in school level are perceived by sixty two and sixty percent
respectively by the respondents as factor to be rated. These are added job
assignments to teachers who work hard humbly doing their work in the classroom
and are only too happy and grateful if their little deeds well done are recognized
by their superiors. Praising them in the simplest way can work wonders in their
attitudes toward their work. This corroborates with the finding of Alimba (2002)
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that teachers are much inspired when their work is recognized because they find
worth in the time, effort and even money invested in their work. Their morale is
greatly located.
Moreover, fifty three percent of the teachers believed that obedience is a
professional characteristic a teacher should possess. Teachers should comply with
the norms of the system.
Some suggestions were given such as functional /responsible faculty club
officer and peacemaker in the school and in the community were suggested by
some teachers to be part of the performance appraisal. These suggestions could be
attributed to the fact that being a faculty club officer would mean extra time and
effort to be extended for the good of the association. Likewise, being a
peacemaker at school and in the community is a part of the teachers’ role in
nation building. They serve as second parents and models at school. In addition,
they must have respect for people, faith in their intelligence, and the willingness
to enter into human relations on the basis of equality, the give and take
relationships with peers and/or co-workers, parents and citizens (Sabbaluca, 2003).
Some Suggestions for the Conduct
of the Evaluation
Table 12 presents the suggestions on the conduct of the evaluation. The
same respondents ranked the suggestions on the conduct of the evaluation.
Teachers rate themselves has an average weighted mean of 1.96. A committee
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Table 12. Suggestions for the conduct of the evaluation
SUGGESTIONS __FREQUENCY__ WM DE
1 2 3
Teachers rate themselves. 82 70 73 1.96 P
A committee to be created to
accomplish the performance rating
rating form for the teacher instead
of self-rating.
53 74 97 2.20 P
Teachers rate themselves but a
committee should be assigned to
validate the rating based on the
performance targets prepared at
the beginning of the school year. 86 85 53 1.85 P
Average Weighted Mean
2.00
Category
Statistical Limit Descriptive Equivalent
1
1.0 – 1.49
Very Much Preferred (VMP)
2 1.50 – 2.49 Preferred (P)
3 2.50 – 3.00 Least Preferred (LP)
should be created to accomplish the performance rating form for the teacher
instead of self-rating has an average weighted mean of 2.20 while teachers rate
themselves but a committee should be assigned to validate the rating based on the
performance targets prepared at the beginning of the school year has a weighted
mean of 1.85. Other suggestions such as teachers rate themselves with a group to
assess, teachers rate themselves but the school head will validate it basing it from
his records and observations. One teacher also suggests that the teacher and the
principal will do the rating.
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The findings imply that most public elementary school teachers of Baguio
City prefer that teachers rate themselves but a committee should be assigned to
validate the rating based on the performance targets prepared at the beginning of
the school year.
Moreover, it supports De Leon L. and Ewen J.A. (1997) who said that
appraisers other than the person’s supervisor could include the employee
himself/herself, peers or direct reports. Self appraisal does have problems,
including a bias toward overstating personal contributions and a tendency for
women to rate themselves comparable to men.
Furthermore, Chumacog (1997) found in her study that students as the
direct beneficiaries of the academe and being directly in contact with teachers are
observant of the behavior and capability of a teacher while the Department Head
ranks second who comes as direct supervisor of the teacher while the Dean ranked
3rd, peer 4th and the teacher herself ranked the last. These persons as a whole
contribute collectively in teacher evaluation where the findings would be the basis
for faculty redirection and improvement for her capabilities for quality service.
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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This study was conducted primarily to assess the Performance Appraisal
System for Teachers. Specifically, the study determined the present socio-
economic profile of the respondents; determined the extent of effectiveness of the
Performance Appraisal System for Teachers; found out the differences of the
perceptions of the respondents on the extent of effectiveness of the Performance
Appraisal System for teachers along gender, civil status, age, highest educational
attainment, current position and number of years in teaching ; found the degree of
seriousness of the problems encountered by the teachers in rating themselves
according to the indicators in the Performance Appraisal System for Teachers and
the conduct of the evaluation; found some suggestions to further improve the
Performance Appraisal System for Teachers and the manner of the conduct of the
evaluation.
The study is delimited to public elementary teachers of selected schools of
Baguio City during the school year 2006-2007. A total of 225 elementary school
teachers of Baguio City participated in the study.
It made use of the descriptive survey method with the survey
questionnaire as the main tool in data gathering.
The researcher made use of frequency count, weighted mean and ranking
to describe the extent of effectiveness of the Performance Appraisal System for
Teachers. To determine if there are significant differences in the perception of
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
79
teachers in the extent of effectiveness of the Performance Appraisal System for
Teachers in the light of moderator variables along gender, civil status, age,
educational attainment and length of service, the chi- square test of independence
and Friedman-Rank test were used.
Salient findings of the study are as follows.
1. The socio-economic profile of the respondents as to gender, civil status,
age, highest educational attainment, current position and number of years in
teaching varies.
2. Teachers of Baguio City perceived the contents of the Performance
Appraisal System for Teachers (PAST) as highly effective except for the
performance indicators “participates in community projects and in civic
organizations and plus factors” which were perceived by the teachers to be
effective.
3. There are no significant differences on the perceptions of the
respondents on the extent of effectiveness of the Performance Appraisal System
for Teachers according to gender, educational attainment, and current position
whereas age, civil status, years in teaching, proved significant difference on the
perceptions of the respondents on the extent of effectiveness of the Performance
Appraisal System for Teachers.
4. There is a significant effect on the degree of seriousness of the problems
encountered by the teachers in rating themselves according to the performance
The Performance Appraisal System for Teachers:
79
An Assessment / Amalia K. Micklay. 2006
80
indicators in the Performance Appraisal System for Teachers, and in the conduct
of the evaluation.
5. The following are suggestions for the improvement of the Performance
Appraisal System for Teachers. In descending order according to the number of
teachers who perceived the items as necessary are; positive attitude, in-service
trainings, demonstrates flexibility and responsiveness, trained and coached a
contestant in school level, subject area coordinator in school, and conveys ideas
clearly and accurately. Other suggestions given were functional/responsible
faculty club officer and peacemaker teacher in the school and in the community.
6. Suggestions for the conduct of the evaluation are: teachers rate
themselves; a committee should be created to accomplish the performance rating
form for the teacher instead of self- rating; teachers rate themselves but a
committee should be assigned to validate the rating based on the performance
targets prepared at the beginning of the school year. Another suggestion given
was teachers rate themselves but the school head will validate it basing it in his
records and observations.
Conclusions
Based on the findings, the following conclusions are drawn.
1. The socio-economic profile of the respondents as to gender, civil status,
age, highest educational attainment, current position and number of years in
teaching varies.
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80
An Assessment / Amalia K. Micklay. 2006
81
2. The public elementary school teachers of Baguio City perceived the
Performance Appraisal System for Teachers to be highly effective. However,
participates in community projects and in civic organizations and earning plus
factors are perceived by the public elementary school teachers of Baguio City as
effective.
3. Age, civil status, years in teaching proved to have a significant
difference on the perceptions of the respondents on the extent of effectiveness of
the Performance Appraisal System for Teachers. Profiles that are found to have
no significant difference are gender, educational attainment and current position.
4. The problems encountered by the teachers in self- rating and in the
conduct of the evaluation are perceived to be serious. The degree of seriousness of
the problems encountered differed significantly as perceived by the teachers.
5. Suggestions to be included in the performance rating tool are;
attendance to in-service trainings, positive attitude, demonstrates flexibility and
responsiveness, trained and coached a contestant in school level, subject area/
coordinator in school level, conveys ideas clearly and accurately, obedience,
functional/responsible faculty club officer and peacemaker teacher in the school
and in the community.
6. Public elementary school teachers of Baguio City prefer that on the
conduct of the evaluation, teachers rate themselves but a committee will be
The Performance Appraisal System for Teachers:
81
An Assessment / Amalia K. Micklay. 2006
82
assigned to validate the rating based on the performance targets prepared at the
beginning of the school year.
Recommendations
The following recommendations are drawn from the findings and
conclusions of the research study:
1. There should be continuous information, communication, explanation
or seminars about the Performance Appraisal System for Teachers (PAST) so that
they will be re-oriented and updated on their roles as teachers.
2. There are few teachers who finished their Master of Arts degree and
Doctoral degree. All qualified and interested teachers to go on study leave should
be given the chance to give them ample time to conduct their studies as stated in
section 24 of the Magna Carta for public school teachers.
3. Administrators should provide opportunities for professional
development to all teachers such as attendance to trainings and seminars more
often.
4. A positive attitude towards ones work and towards the evaluation
scheme can be developed among teachers through regular meetings or dialogues
in the school level.
5. The performance rating form for teachers should include all the items
that can adequately measure the aspects of the outputs of the employee as
expected in accordance with his job description and targets.
The Performance Appraisal System for Teachers:
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An Assessment / Amalia K. Micklay. 2006
83
6. Feedbacks regarding the work performance should be discussed among
the faculty to ensure continued awareness on matters of performance evaluation.
7. Finally, a similar study with a wider scope can provide further insights
and further investigations regarding the accuracy of the results of the study.
The Performance Appraisal System for Teachers:
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An Assessment / Amalia K. Micklay. 2006
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The Performance Appraisal System for Teachers:
89
An Assessment / Amalia K. Micklay. 2006
APPENDIX A
COMMUNICATIONS
Benguet State University
GRADUATE SCHOOL
La Trinidad, Benguet
June 2, 2006
ELLEN B. DONATO, CESO VI
Schools Division Superintendent
Baguio City Division, Baguio City
Dear Madam:
I am a classroom teacher at Lucban Elementary School and currently enrolled in the
graduate school at Benguet State University. I am presently doing research work in
connection with my thesis entitled “The Performance Appraisal System for Teachers: An
Assessment”.
In connection thereto, may I ask your permission to conduct the aforesaid study and
distribute questionnaires to the following selected elementary schools? It is hoped that this
study will contribute to the improvement of the Performance Appraisal System for Teachers.
A. District I
B. District II
1. Baguio Central School
1. Fort Del Pilar Elementary School
2. Pacday Quiño Elem. School 2. Quezon Elementary School
C.
District
III
1. Lucban Elementary School
2. Bonifacio Elementary School
Thank you very much in anticipation for your favorable action on this request.
Respectfully yours,
( Sgd. ) AMALIA K. MICKLAY
Researcher
Noted:
(Sgd.) TOMASA P. BUASEN, Ed. D.
Adviser
Approved:
(Sgd.) TESSIE M. MERESTELA, D. Agr.
Dean
(Sgd.) ELLEN B. DONATO, CESO VI
Schools Division Superintendent
The Performance Appraisal System for Teachers:
An Assessment / Amalia K. Micklay. 2006
91
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
June 3, 2006
The District Supervisor
District II
Baguio City Division
Baguio City
SIR:
The undersigned is a classroom teacher at Lucban Elementary School and
presently conducting her thesis entitled: “The Performance Appraisal System for
Teachers: An Assessment.”
In connection thereto, she respectfully requests permission from your good
office that she be allowed to administer the questionnaires to the teachers of
Quezon Elem. School and Fort del Pilar Elementary School.
Thank you very much in anticipation for your favorable action on this
request.
Respectfully yours,
(Sgd.)
AMALIA
K.
MICKLAY
Researcher
Noted:
(Sgd.) TOMASA P. BUASEN, Ed. D.
Adviser
Appoved:
(Sgd) ROMEO A. LINGDAS
District Supervisor
The Performance Appraisal System for Teachers:
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An Assessment / Amalia K. Micklay. 2006
92
Republic of the Philippines
Graduate School
BENGUET STATE UNIVERSITY
La Trinidad, Benguet
June
3,
2006
The Principal
______________
Baguio City
Sir/Madam:
The undersigned is a classroom teacher at Lucban Elementary School and
presently conducting her thesis entitled: “The Performance Appraisal System for
Teachers: An Assessment”.
In connection thereto, she respectfully requests permission from your good
office that she be allowed to administer the questionnaires to the teachers in your
school. Hopefully, the findings of this study will help improve further the
Performance Appraisal System for Teachers.
Your approval shall mean a lot in the completion and realization of this
research.
Respectfully yours,
(Sgd.) AMALIA K. MICKLAY
Researcher
Noted:
(Sgd.) TOMASA P. BUASEN, Ed. D.
Adviser
The Performance Appraisal System for Teachers:
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An Assessment / Amalia K. Micklay. 2006
93
June
2,
2006
Dear fellow teachers,
Blessings in Christ’s name!
The undersigned is presently conducting a study entitled “The
Performance Appraisal System for Teachers: An Assessment” as partial
fulfillment of the requirements for the degree Master of Arts in Education major
in Elementary Education.
She would like to enlist your help to kindly answer the attached
questionnaire honestly, freely and sincerely. Rest assured that the information you
provided will be treated with strict confidentiality and shall be used solely for
research purposes.
I thank you very much for your cooperation and support.
Very
truly
yours,
AMALIA K. MICKLAY
Researcher
The Performance Appraisal System for Teachers:
93
An Assessment / Amalia K. Micklay. 2006
APPENDIX B
PAS FORM B-1
PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (PAST)
What to Rate
This Performance Appraisal System (PAS) for Teachers is a self-rating tool. It is
composed of three major components (with weight assignments in parenthesis) as follows: I-
Instructional Competence (70%). II – Professional and Personal Characteristics (20%) and III –
Punctuality and attendance (10%).
How to Rate
Read each item carefully and rate yourself according to the specified performance
indicators. Check the column corresponding to your level of performance in the accompanying
Summary Rating Sheet (SRS)-PAS Form B-2. For example, in item no. I A, ‘Formulates, adopts
objectives of lesson plan…’when all were met, check under column 10. Do the same for the rest of
the items. Enter your score under RATING.
How to Compute Rating
After rating yourself in the three major components, add all your ratings ( r) for each
component ( c) and divide the sum by the total number of items rated (NI), and multiply by
weight (w) assigned to the component ( x w=Rc1
or rating for component I). Do the same for components II and III. Get the total rating by adding
the ratings for the three components.
The Final PAS Rating
What you did is your self-appraisal. Your over-all rating is the sum of all the ratings for
the three components including the plus factor, if there is any, will be reviewed by your immediate
supervisor/rater who will in turn recommend it for approval by the Schools Division
Superintendent.
I – INSTRUCTIONAL COMPETENCE (70%)
A. Lesson Planning and Delivery (45% for teachers, 40% for Master Teachers)
1. Formulates /adopts objectives of lesson plan.
Objectives formulated /adopted were:
a.
specific
b.
measurable
c.
attainable
d.
realistic
e.
timely
when
all
indicators
were
met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
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2. Selects content and prepares appropriate instructional materials/teaching
aids. Instructional materials/teaching aids and content prepared and
selected were:
a.
adequate
b.
congruent
c.
appropriate
d. relevant
e. made of indigenous materials
when all indicators were considered
10
when 4 indicators were considered
8
when 3 indicators were considered
6
when 2 indicators were considered
4
when only 1 indicator was considered
2
3. Selects teaching methods/strategies
Methods/ strategies selected:
a. were suitable to learning ability of pupils/students
b. provided opportunity for greater participation of the
pupils/students
c.
were
varied
and
appropriate
d. maximized utilization of available audio-visual materials
e.
generated
teacher-learner/learner-teacher
interaction
when
all
indicators
were
met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator were met
2
4. Relates new lesson with previous knowledge/skills
New lessons were related with previous lessons/knowledge when:
a. drill was conducted
b. a review/recall of previous lessons/knowledge was conducted
c. questions from the past and present lessons were included
d. informal assessment of learning was used
when
all
activities
were
done
10
when
4
activities
were
done
8
when
3
activities
were
done
6
when 2 activities were done
4
when only 1 activity was done
2
5. Provides appropriate motivation
Appropriate motivation was provided when:
a. appropriate audio-visual/instructional materials were used
b.
varied
activities
were
utilized
c.
pupils/students
participation
was
enhanced
d. past and present lessons were related
e. interest of learners was sustained
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96
when all indicators were provided
10
when 4 indicators were provided
8
when 3 indicators were provided
6
when 2 indicators were provided
4
when only 1 indicator was provided
2
6. Presents and develops lessons
Presented and developed lessons:
a. according to objectives
b.
using
appropriate
strategies
c. utilizing varied teaching materials
d. by relating previous lessons to present subject matter
e. according to needs of the class
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
7. Conveys ideas clearly
Ideas were clearly conveyed when:
a.
language
vocabulary
used
within the level of pupils/students
b. difficult new vocabulary was unlocked before the lesson proper
c. varied examples and strategies were used
d. pupils/students were responsive to questions asked
e. pupils were able to use knowledge learned in other situations
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
8. Utilizes the art of questioning to develop higher level of thinking
Questions used were:
a. clear and simple
b.
focused
on
application/synthesis/generalization
c. related to previous and present lessons
d. were varied in type and level; and
e. were directed towards the attainment of objectives
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
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97
9. Ensures pupils/student participation
Pupils/students participation was ensured when:
a. there was interactive involvement of learners
b. conclusion of the lesson was pupil generated
c. teacher acted as facilitator of learning
d. teacher-pupil interaction was generated
e. individual and or group learning was mobilized
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
10. Addresses individual differences
Individual differences were addressed when:
a. teaching materials/aids used were according to level of learners
b. differentiated activities were provided
c. activities/exercises were suited to learners’ ability
d. language used is clear and simple
e. remedial teaching was conducted
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 indicator was met
2
11. Shows mastery of the subject matter
Mastery of the subject matter was manifested when:
a.
varied
examples
were
used
b. varying levels of questions were asked
c. pupils were provided with varied activities
d. varied materials and strategies were used with ease
e. knowledge from textbook was supplemented
when
all
indicators
were
used
10
when 4 indicators were used
8
when 3 indicators were used
6
when 2 indicators were used
4
when only 1 indicator was used
2
12.
Assessment
1. Diagnoses learner’s needs
Diagnosis of learner’s needs was done using:
a. questionnaire on the background of learners
b.
anecdotal
record
c. previous years’ academic records
d.
pretest
e. analysis of data generated from a to d
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An Assessment / Amalia K. Micklay. 2006
98
when all were done
10
when 4 were done
8
when 3 were done
6
when 2 were done
4
when only 1 was done
2
2. Evaluates learning outcomes
Learning outcomes were evaluated through
a.
summative
measure;
b.
formative
measure;
c.
informal
assessment;
d.
recitation;
and
e. on the spot questions/tests.
when all were included
10
when 4 were included
8
when 3 were included
6
when 2 were included
4
when only 1 was included
2
3. Assesses lesson to determine desired outcomes within the allotted time.
Desired outcomes of lessons were achieved when:
a. at least 85% passed the summative test
10
b.
at
least
75%
passed
8
c. at least 50% passed
6
d. at least 25 % passed
4
e.
only
24
%
passed
2
13. Management of Time and Learning Environment
1. Maintains clean and orderly classroom
Maintenance of clean and orderly classroom was done:
a.
all
the
time
10
b. most of the time
8
c. more often than not
6
d. sometimes
4
e. seldom
2
2. Maintains classroom conducive to learning
Classroom was conducive to learning when:
a. desks/chairs/tables were arranged according to activity
b. the appropriate learning materials were displayed in the
corresponding subject area/corner
c.
books/magazines/apparatus
and related learning materials were
accessible anytime
d. classroom /facilities were clean and orderly
e. discipline and proper behavior of pupils/students were observed
when all characteristics were achieved
10
when 4 characteristics were achieved
8
when 3 characteristics were achieved
6
when 2 characteristics were achieved
4
when only 1 characteristics were observed
2
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99
B. Technical Assistance
For Master Teachers Only(15%)
1. Provides assistance to teachers in improving their teaching competence
Assistance provided to improve teaching competence of teachers included:
a. development of comprehensive lesson plan;
b. selection of appropriate subject matter;
c. selection of appropriate teaching method/technique/strategies;
d. formulation of questions; and
e. construction of assessment tool(formative/summative)
when all indicators were met
10
when 4 indicators were met
8
when 3 indicators were met
6
when 2 indicators were met
4
when only 1 was met
2
2. Prepare prototype instructional materials for use
Prepared:
a. improvised equipment /apparatus
10
b. at least two(2) samples of detailed lesson plans
8
c. sets of exercises/charts/pictures/posters
6
d. supplementary teaching devises for teachers
4
e. a sample assessment instrument
2
3. Assists in the conduct of in-service trainings/ conferences
Assistance involved:
a. preparation of training design
b. preparation o session guides
c. how to conduct training sessions
d. preparation of evaluation/training instruments
e. inclusion of new trends and development
when all indicators were done
10
when 4 indicators were done
8
when 3 indicators were done
6
when 2 indicators were done
4
when only 1 was done
2
4. Serves as demonstration teacher on innovative teaching techniques, classroom
management, and materials development.
Served as demonstration teacher in the:
a. region
10
b.
division
8
c. district
6
d.
own
school
4
e. never
2
C. Learners’ Achievement
(20% for Teachers, 10% for Master teachers)
Improves learner’s Achievement Level over Pretest
Achievement level in the post test was improved by ___% over pretest
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100
a. 5% and above
10
b.
3.6%
-
4.9%
8
c. 2.6% - 3.5%
6
d.
1.6%
-
2.5%
4
e. 1.5 and below
2
D. School, Home and Community Involvement (5%)
1. Organizes and maintains functional homeroom /PTA
Functional homeroom PTA was organized and maintained:
a. as a venue to report pupil progress periodically
b. to serve as a link between the school and community –based projects
c. as a means to disseminate school/policies/plans/programs
and accomplishments
d. in order to identify areas where parents can help in upgrading
instruction
e. to establish and maintain harmony of relationship between the school
and the home
when all purposes were achieved
10
when 4 purposes were achieved
8
when 3 purposes were achieved
6
when 2 purposes were achieved
4
when only 1 purpose was achieved
2
2. Conducts Homeroom/PTA meetings to report learners’ progress
Conducted Homeroom PTA meetings to report learner’ progress
at least once:
a. a month
10
b. in two months
8
c. in three
months
6
d.
in
four
months
4
e. in five months or more
2
3. Disseminates school policies/plans/ programs/accomplishments to:
a. 81% -100%
10
b. 61% -80%
8
c. 41% - 60%
6
d. 21% - 40%
4
e. 20% and below of schools’ clientele
2
4. Participates effectively in community projects as chairman/co-chairman
or member in community projects and in civic organizations
Active participation in community projects involved:
a. initiation of projects
b. defining and operationalizing objectives of the project
c. delineating functions and roles of persons concerned
d.
identifying
resources
as support to the project
e. monitoring and evaluation of project progress
when all indicators were done
10
when 4 purposes were done
8
when 3 purposes were done
6
when 2 purposes were done
4
when only 1 was done
2
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5. Encourages involvement of parents in school programs and activities.
Involvement of parents in school programs and activities
was encouraged when there was:
a. 81%-100% participation rate
10
b.
61%-80%
participation
rate
8
c. 41%- 60% participation rate
6
d.
21%-40%
participation
rate
4
e. 20% below participation rate
2
II. PROFESSIONAL AND PERSONAL CHARACTERISTICS (20%)
1.
Decisiveness
-acts immediately on needs/requests in accordance with the
prescribed rules and regulations and accepted norms of conduct
and
behavior
2.
Honesty/Integrity
-demonstrates truthfulness, candidness, uprightness and freedom
from deceit
3.
Dedication/Commitment
-renders service over and above the regular functions and even
beyond the regular time
4.
Initiative/Resourcefulness
- starts action, projects and performs task without being told and
supervised
5.
Courtesy
- shows polite, kind and thoughtful behavior toward the
public/clientele in manner of speech and actuations
6.
Human
Relations
- Integrates concerns for people at work, office clientele, and
supervisor- subordinate relationship into work situations
7.
Leadership
- the manner of guiding, influencing, motivating and developing
confidence of subordinates to work as a team and accomplished
assigned tasks, leading the organizational unit to achieve its goals
and
objectives
enthusiastically
8. Stress Tolerance
-stability to performance under pressure or opposition
9.
Fairness/Justice
- conforms to usual principles of law, is just and unbiased
10. Proper Attire/Good Grooming
- dresses in accordance with proper decorum and/or prescribed
rules and regulations and is neat in appearance.
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An Assessment / Amalia K. Micklay. 2006
102
Always
10
Most of the time
8
More often than not
6
Seldom
4
Never
2
III. PUNCTUALITY AND ATTENDANCE (10%)
(including division/regional meetings and other required activities)
Punctuality-No. of times tardy (5%)
not more than 3 times tardy/under time during the last 6 months
10
4-6 times tardy/under time
8
7-10 times tardy/under time
6
11-15 times tardy/under time
4
more than 15 times tardy/under time
2
Attendance- No. of times absent (5%)
not more than 4 days absent ( absences applied for in accordance
with regulations are not included)
10
5-8 days absent
8
9-12 days absent
6
13-16
days
absent
4
more
than
16
days
absent
2
PLUS FACTORS (.5 for each indicator but not to exceed 2 points for the total)
For teachers:
1. Rendered any of the following technical assistance:
1.1 provided assistance to co-teachers in improving their competence
1.2 assisted school administrators in planning and managing in-service
trainings
1.3 served as consultant in the preparation of supplementary instructional
materials
1.4 served as demonstration teacher on innovative teaching techniques,
classroom
management
2. Conducted action research whose findings and recommendations have been
adopted by the school
3. Subject area coordinator/chairman in district/division
4. Teacher-In-Charge of the school for one rating period
For Master Teachers
1. Published at least one (1) article in professional magazines and periodicals
related to their field of specialization and useful in effective teaching.
2. Served as resource person/consultant in district/division/regional national level.
3. Conducted action research (es), the findings/results of which can be utilized in the
improvement of instruction in the district
4. Designed evaluation and monitoring program for the district/division
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103
Summary of Ratings
Teacher
Master
Teacher
Instructional Competence (70%)
Lesson Planning and Delivery
45% 40%
Technical Assistance
0% 15%
Learner’s Achievement
20% 10%
School, Home and Community
Involvement
5% 5%
Professional and Personal Characteristics 20% 20%
Punctuality and Attendance
10% 10%___
100% 100%
_________________
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104
PAS FORM B-2 PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (PAST)
Name: ________________________ School: _________________________
District/Division: ________________________ Region: _________________
Rating Period: ____ First Semester: ____ Second Semester: ___ School Year:
atisfactory
satisfactory
____
utstanding ery S
atisfactory
oor
quivalent
O
V
S
Un
P
E
Rating
Performa
nce Indicators
10
8
6
4
2
I. INSTRUCTIONAL COMPETENCE (70%)
A. Lesson Planning and Delivery (45% for Teachers, 40% for Master Teachers)
1. Formulates/adopts objectives of lesson plan.
2. Selects content and prepares instructional materials/teaching aids.
3. Selects teaching methods/strategies
4. Relates new lesson with previous knowledge/skills
5. Provides appropriate motivation
6. Presents and develops lessons
7. Conveys ideas clearly
8. Utilizes the art of questioning to develop higher level of thinking
9. Ensures pupils/students’ participation
10. Addresses individual differences
11. Shows mastery of the subject matter.
Assessment
12. Diagnosis learner’s needs
13. Evaluates learning outcomes
14. Assesses lessons to determine desired outcomes within the allotted time
Management of Time and Learning Environment
15. Maintains clean and orderly classroom
16. Maintains classroom conducive to learning
Total Score
Sub-Rating [(Total Score/16) x 45% or 40%)
B. Technical Assistance ( for master teachers only – 15%)
1. Provides assistance to teachers in improving their teaching experiences
2. Prepares prototype instructional materials for use
3. Assists in the conduct of in-service trainings
Total Score
Sub-Rating [(Total Score/4) x 15% )
C. Learners’ Achievement (20% for Teachers, 10% for Master Teachers)
1. Improves learner’s achievement level over pretest
Total Score
Sub-Rating [(Total Score/16) x 45% or 40%)
D. School, Home and Community Involvement (5%)
1. Organizes and maintains functional homeroom PTA
2. Conducts homeroom PTA meetings to report learner’s progress
3. Disseminates policies/plans/programs/accomplishments to the schools’
clientele
4. Participates in community projects and in civic organizations
5. Encourages involvement of parents in school programs and activities
Total Score
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An Assessment / Amalia K. Micklay. 2006
105
II. PROFESSIONAL AND PERSONAL CHARACTERESTICS (20%)
Following are scaled choices for rating the frequency by which the teacher
demonstrated/manifested the specified personal/professional characteristics.
1. Decisiveness
2. Honesty/Integrity
3. Dedication/Commitment
4. Initiative/Resourcefulness
5. Courtesy
6. Human Relations
7. Leadership
8. Stress Tolerance
9. Fairness/Justice
10. Proper Attire/Good Grooming
Total Score
Sub-Rating [(Total Score/10 x 20%)
III. PUNCTUALITY AND ATTENDANCE (10%) (including meetings and
required school activities)
Punctuality- Number of times tardy during the rating period
Attendance- Number of days absent during the rating period
Total Score
Sub-Rating [(Total Score/2 x 10%)
IV. Plus Factors
(0.5 for each indicator but not to exceed 2 points for the total)
For Teachers
1. Rendered the following technical assistance
1.1. provided assistance to co-teachers in improving their teaching competence.
1.2. assisted school administrators in planning and managing in-service trainings
1.3. served as consultant in the preparation of supplementary instructional materials
1.4. served as demonstration teacher in innovative teaching techniques, classroom management
2. Conducted action research whose findings and recommendations have been adopted by the school/district
3. Subject area coordinator/chairman in district/division
4. Served as demonstration teacher on innovative teaching techniques, classroom management
For Master Teachers
1. Published at least one (1) article in professional magazine/periodicals related to field of specialization
2. Serves as resource person/consultant in seminar/workshop/training related to field of specialization
3. Conducted action research(es), the findings/results of which were utilized within the rating period
4. Designed evaluation and monitoring program for the district/division
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106
SUMMARY OF RATINGS
I Instructional Competence (70%)
A. lesson planning and delivery (45% for teachers, 40% for MTs)
B. Technical Assistance (0% for teachers, 15% for MTs)
C. Learners' achievement (20% for teachers, 10% for MTs)
D. School, Home and Community Involvement (5%)
II Professional and Personal Characteristics (20%)
III Punctuality and Attendance (10%)
Total
Overall Rating
Descriptive Rating
Remarks
RATEE CONFERRED WITH
_________________________
Elementary School Principal/
Secondary School Principal
CONFORME:
__________________
Signature of Ratee
RECOMMENDING APPROVAL
APPROVED BY:
________________________
__________________________
Disrict Supervisor
Schools Division Superintendent
Asst. Schools Division
Superintendent
KEY TO DESCRIPTIVE RATING
8.60 - 10.00 = Outstanding
6.60 - 5.59 = Very Satisfactory
4.60 - 6.59 = Satisfactory
2.69 - 4.59 = Unsatisfactory
2.59 & below = Poor
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An Assessment / Amalia K. Micklay. 2006
Appendix C
SURVEY QUESTIONNAIRE
I. Personal Information:
1. Name (optional) _________________________________________
2. School___________________________ 3. District______________
4.
Gender
_________ Male ________Female
5.
Age______________
6. Civil Status:
______Single
______Married
______Widowed/Separated
5. Highest Educational Attainment:
______BS
(AB/BSE,
and
others.)
______BS
with
MA
units
______MA/MS(MAED, MPA, MSB, and others)
______MA
with
Doctoral
units
______Ed.
D./Ph.
D.
6. Current Position:
______Teacher
I
______Teacher
II
______Teacher
III
______Master
Teacher
7. Number of Years in Teaching:
______1-5
years
______6-10
years
______11-15
years
______16-20
years
______21
years
and
above
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108
II. On Performance Rating:
With 3 as the highest value and one as the lowest, rate the extent of
effectiveness of the Performance Appraisal System for Teachers.
Please put a check in the column corresponding to your answer.
Highly
Effective
(HE)
3
Effective
(E)
2
Not Effective (NE)
1
Degree of Effectiveness
Performance
Indicators
3 2 1
I. Instructional Competence
A. Lesson Planning and Delivery
(HE) (E) (NE)
1. Formulates/adopts objective of lesson plan.
2. Selects content and prepare instructional
materials/teaching aids.
3. Selects teaching methods/strategies
4. Relates new lesson with previous knowledge/skills
5. Provides appropriate motivation
6. Presents and develops lessons
7. Conveys ideas clearly
8. Utilizes the art of questioning to develop higher level
of thinking
9. Ensures pupils/students’ participation
10. Addresses individual differences
11. Shows mastery of the subject matter.
Assessment
12. Diagnosis learner’s needs
13. Evaluates learning outcomes
14. Assesses lessons to determine desired outcomes
within the allotted time
Management of Time and Learning Environment
15. Maintains clean and orderly classroom
16. Maintains classroom conducive to learning
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109
B. Technical Assistance ( for master teachers only)
1. Provides assistance to teachers in improving their
teaching experiences
2. Prepares prototype instructional materials for use
3. Assists in the conduct of in-servings trainings
4. Serves as demonstration teacher on innovative
teaching techniques, classroom management, and
materials development.
C. Learner’s Achievement
1. Improves learner’s achievement level
D. School, Home and Community
Involvement
1. Organizes and maintains functional homeroom PTA
2. Conducts homeroom PTA meetings to report
learner’s progress
3. Disseminates policies/plans/programs/
accomplishments to the schools’ clientele
4. Participates in community projects and in civic
organizations
5. Encourages involvement of parents in school
programs and activities
II. Professional and Personal Characteristics
1. Decisiveness
2. Honesty/Integrity
3. Dedication/Commitment
4. Initiative/Resourcefulness
5. Courtesy
6. Human Relations
7. Leadership
8. Stress Tolerance
9. Fairness/Justice
10. Proper Attire/Good Grooming
III. Punctuality and Attendance
Punctuality- Number of times tardy during the rating period
Attendance- Number of days absent during the rating period
IV. Plus Factors
Researches Conducted
Leadership
Special Projects
• Based on the Department of Education’s Performance Rating Form B-2
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110
III. A. Level of seriousness of the problems encountered by the teachers in rating
themselves according to the performance indicators in the PAST
Rate the degree of seriousness of the problems which you have encountered. Use
the scales below as your guide. Do not place any mark beside the problem which
you have not encountered.
Very Serious (VS)
3
Serious
(S)
2
Not
Serious
(NS)
1
Degree of Seriousness
3
2
1
Problems encountered
(VS) (S) (NS)
Clarity of objectives
Fairness of the process
Understanding the Content of the Performance
Appraisal System for Teachers
Subjective
Others (please specify)
B. The conduct of the evaluation
Attitude in accomplishing the evaluation form
Manner of conducting the evaluation
Others(please specify)
IV. Below are some suggestions for the improvement of the performance
appraisal system.
A. To further improve the rating tool (Please put a check mark beside each
number which you think should be included in the performance indicators.)
I. Instructional Competence
____1. Demonstrates flexibility and responsiveness
____2. Conveys ideas clearly and accurately
Others___________________________________________________
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111
II. Professional and Personal Characteristics
____3. Obedience
____4. Positive attitude
Others__________________________________________________
IV. Plus Factors
____5. Trained and coached a contestant in school level
____6. Subject area coordinator/chairman in school
____7. In-service trainings
Others________________________________________________
________________________________________________
B. The Manner of the Conduct of the Evaluation (Please rank according to
your preference on the manner of the conduct of the evaluation by writing
1, 2, 3 or 4 with 1 as the highest value.)
___ Teachers rate themselves.
___A committee should be created to accomplish the performance rating form
for the teacher instead of self-rating.
___Teachers rate themselves but a committee should be assigned to validate the
rating based on the performance targets prepared at the beginning of the
school
year.
Others (please specify)______________________________________________
____________________________________________________
____________________________________________________
Thank you very much. God bless…
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BIOGRAPHICAL SKETCH
Amalia Kawi Micklay hails from Agawa, Besao, Mountain Province. She
is the fourth and youngest child of Mr. Alexander Kawi and Rosaline Mayegayeg-
Kawi. She is married to Simeon Micklay. They are blessed with four children
namely: Grazielle, Lance Simon, Christian Zane and Kyle Simeon. Her family
resides at Tawang, La Trinidad, Benguet.
She completed her elementary education at Agawa Elementary School, her
secondary education at Saint James High School and her tertiary education at
Mountain State Agricultural College, now Benguet State University.
She graduated in 1984 and passed the Licensure Examination for Teachers
in the same year. She taught as a substitute teacher at Doña Aurora Elementary
School, Rizal Elementary School and Roxas Elementary School. She was
assigned as a permanent teacher at Pacday Quiño Elementary School but after two
years she asked for transfer to a school nearer her residence. Luckily her request
was granted. She was assigned as a grade four teacher at Lucban Elementary
School. She taught grade four for twelve years. She now teaches grade five and at
the same time the librarian of the said school.
Because of her desire for professional growth, she obtained her Master of
Arts in Education, Major in Elementary Education, at Benguet State University.
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An Assessment / Amalia K. Micklay. 2006
Document Outline
- The Performance AppraisalSystem for Teachers: An Assessment
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Importance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Importance of Appraising Employee Performance
- Characteristics of an Effective Evaluation Tool
- Measures to Improve Teacher Performance
- Professional and Personal Characteristics of Teachers
- Problems Encountered During Evaluation
- Teaching Performance in Relationto Certain Variables
- Conceptual Framework
- Definition of Terms
- METHODOLOGY
- Location of the Study
- Respondents of the Study
- Instrumentation
- Statistical Treatment of the Data
- Validity of the Instrument
- RESULTS AND DISCUSSION
- Socio � Economic Profile of the Respondents
- Perceptions of Teachers on the Extentof Effectiveness of the PerformanceAppraisal System for Teachers
- Respondents� Perceptions on the Extentof Effectiveness of the PerformanceAppraisal System for Teachers asto their Socio-Economic Profile
- Degree of Seriousness of the ProblemsEncountered by the TeachersIn Self-Rating
- Suggestions for the Improvementof the Performance AppraisalSystem for Teachers
- Some Suggestions for the Conductof the Evaluation
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- LITERATURE CITED
- APPENDIX
- BIOGRAPHICAL SKETCH