Priority Needs of Baliwag Elementary School Teachers Based on E-Sat Sy 2018-2019

Abstract

INTRODUCTION

The Self-Assessment Tool was given to seven (7) Teacher I-III and 0ne (1) Master Teacher I of Baliwag Elementary School to assess their performance and to serve as their starting point for their self-reflection, to clarify performance expectations and to determine which competencies to focus on. This can assist them in what particular things to do as they performed their duties and responsibilities in the teaching and learning process. In this aspect, an evaluation of their selves on how well they execute their major functions as teachers.

METHODS

The researcher adopted the Electronic Self-Assessment Tool (E-SAT) as one of the materials in the RPMS-PPST Tool. This E-SAT was given to seven (7) Teacher I-III and 0ne (1) Master Teacher I of Baliwag ES. After it was administered, the results were generated, interpreted and discussed.

RESULTS

The E-SAT result was generated indicating the priority level of teacher I-III for each objective. In 1.1, 1.2, 1.3, 2.1, and 3.1, four teachers answered moderate and three teachers answered high. In 2.2 two teachers answered moderate and five teachers answered high. In2.3 three teachers answered moderate and five teachers answered high. In 3.2, and 3.3, two teachers answered moderate and three teachers answered high and two (2) answered very high. In 4.1 one teacher answered moderate and five teachers answered high and one answered very high. For 4.2, and 4.3, two teachers answered moderate and four teachers answered high and one answered very high. For 5.1, one teacher answered moderate and three teachers answered high and three (3) answered very high.

For the Master Teacher, objectives 1.1, 1.2, and 1.3 were high priority while for 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3 and 5.1 were answered moderate priority.

DISCUSSIONS

The main findings of this action research for Teacher I-III is that the most prioritize objectives are objectives 2.2, and 4.1. Next to these are objective 2.3, 4.2, and 4.3. With this finding an intervention plan was developed to increase their capability in this aspect.

For the Master Teacher the main focus are the objectives 1.1 1.2, and 1.3 that focus on the content knowledge and pedagogy. With this finding, master teacher still needs to improve her capability in terms of content knowledge and pedagogy.

With this assessment tool, learners' progress in terms of behavior and discipline can be uplifted as well as learning environment and assessment which is relevant to the prescribed curriculum implemented by the department.