The Effectiveness of the P1t1 Shepherding Model in Improving the Instructional Competence ofthe Multigrade Teachers in the Nine Districts of the Schools Division of Quirino for SY 2017-2018

Abstract

INTRODUCTION

In the Philippine public-school system, the Department of Education has always recognized the existence of multi-grade classes. In SDO Quirino there are combination classes that recorded low academic performance. Aligned with the Division Education Development Plan for SY 2016-2021, the P1T1 Shepherding Model was conceptualized with the partnership of the Principal and the Teacher aimed to enhance the teacher's competence in classroom instruction through the expert shepherding of the supervisors. There were three P1T1 Shepherding Tools which were used in the model.

METHODS

A cross-sectional research design was utilized to determine the effectiveness of P1T1 Shepherding Model in improving the instructional competence of multi-grade teachers in the nine districts of SDO Quirino. Purposive sampling was used with the inclusion of multi grade schools with a combination class of Grade I, II, Grade III, IV, and Grade V, VI only. Data from the PST were treated as arational estimated using the paired samples-test and one-way ANOVA.

RESULTS

Based from the findings, the Paired samples t test revealed a significant difference in the Teacher's Performance Self-Assessment Pretest (3.32±0.50) and Posttest (4.16±0.66); t(29)=-6.82, p = 0.000; Shepherding Instructional Observation Pretest (3.57±0.48) and Posttest (4.36±0.64); t(29)= -6.40, p = 0.000; Teacher's Performance Self-Assessment Pretest (3.32±0.50) and Shepherding Instructional Observation Pretest (3.57±0.48); t(29)= -3.09, p = 0.004; and Teacher's Performance Self-Assessment Posttest (4.16±0.66) and Shepherding Instructional Observation Pretest (4.36 ±0.64); t(29)= -2.72, p = 0.031. Further, One-way ANOVA showed that there was a significant difference on the Shepherding Instructional Observation Posttest of the nine districts, F (8,21) = 4.62, p = .02. The P1T1 Shepherding Model posted positive impacton the teacher's performance.

DISCUSSIONS

The use of P1T1 Shepherding Model in observing teachers in classroom instruction revealed an improved instructional competence of teachers. Teachers gained increase confidence, motivated to perform due to mentoring and feedback session and to enhance their skills due to expert coaching and shepherding. The Shepherding Instructional Observation revealed a significant difference among the nine districts. Thus, this may have been varied possibly due to the difference in standards of the shepherds.