Teachers Involvement in ancillary Services, Teaching Performance and Students Learning Outcome: Toward Intended Guidelines and Supporting Tools

Abstract

INTRODUCTION

An effective teacher is one who pushes hard for student success (Liston, Borko & Whitcomb, 2008). Classroom teaching qualities are among the most important factors that affect student success (Creemers, Kyriakides & Antoniou, 2013). This study seeks to identify and to have an in-depth understanding on the involvement and impact of ancillary services to the teaching performance of every teacher in selected public schools in Tagaytay City.

METHODS

The main sources of data came from the100 elementary and 50 secondary teachers in the selected 17 elementary and 4 secondary public schools in Tagaytay City. The researcher used the whole population of elementary and secondary teachers with ancillary services. Pearson R was used to test the significant relationship among respondents' involvement in ancillary services, their teaching performance and their students' learning outcome. A validated questionnaire was designed for the purpose of this study as means of gathering data.

RESULTS

Teachers are very much involved in the ancillary services of the school. Ancillary services have a moderate impact to selected elementary and secondary teachers. Elementary and secondary students from the selected elementary and secondary public schools in Tagaytay City are proficient in their academic performance and all the teachers have an IPCRF rating of Very Satisfactory. There is no significant relationship between the extent of involvement of teachers in ancillary services to the academic performance of students and their IPCRF rating.

DISCUSSIONS

The intervention mechanism program is needed by all elementary and secondary school teachers who have ancillary services to lessen or eliminate the negative impacts of ancillary services to the teachers. This should be implemented by the administrators in every elementary and secondary school in Tagaytay City.