Proficiency Level of High School Teachers Teaching Filipino in North Glan District

Abstract

INTRODUCTION

The worsening of the educational system was a product of a decade-old problem from mismanagement of the school, lack of proficient teachers and teachers teaching Filipino (Sarmiento, 2012). The survey conducted by Division of Sarangani on 2015 which was participated by 73% of the teachers in the Municipality of Glan, shows that the mismatch of specialization, lack of support of the training needs, and lack of instructional material appeared as a hindrance in the implementation of the Department of Education program (Licanda, 2015). Additionally, teachers who trained simultaneously under the K to 12 Program shows that most of the participants admitted that the training they attended was not enough (Gonzales, 2016). Thus, the researcher decided to use the Center for Educational Measurement (CEM) Diagnostic Test and validated class observation tool to measure the proficiency level of the teachers teaching Filipino in North Glan District.

METHODS

The study used a descriptive design. The respondent was identified through convenience sampling in the two (2) National High Schools and 4 IntegratedSchool located at Glan, Sarangani Province. There were 10 Filipino teachers who are undertaking the CEM Diagnostic Test and at the same time have undergone the actual classroom observation. This study used two instruments namely the Center for EducationalMeasurement (CEM) Diagnostic Test and the modified class observation tool. The score of the test based on the Filipino content area was presented in percent (%) and the total score was presented in Percent Correct. The data was interpreted according to the PC with the equivalent interpretation. The class observation tool as a second tool was validated by the school administrator, and the level of teaching was determined by the modified five-point rating skill with correspondent verbal interpretation.

RESULTS

The level of proficiency among the teachers in Filipino in the 11 contents area attained a low average with 72% (PC). Notably, poor on paragraph construction, giving mean topic and details, and giving application, cause, and effect but most of the respondents are superior and excellent in sentence pattern and meaning of idioms. The level of proficiency in teaching Filipino reveals that teaching strategy and using instructional material gained very often with the mean 3.0. Meanwhile, the total mean is 3.0 with the general description of very often.

DISCUSSIONS

The results clearly show that the teachers are not equipped with enough knowledge and skills in teaching. Thus, the delivery of quality education for the students especially the 21st-century learners would put into vain. This further implies that the teachers teaching Filipino should be proficient in the content area and proficient in teaching and can be achieved by attending and participating in seminar workshops and other professional development and enhancement program (Koen, 2016).