SYMBOLIC INTERACTIONISM COMPETENCY OF TEACHERS IN RELATION TO STUDENTS’ PERFORMANCE: RESULT.FOCUS MEASURES

Narciso Jr. Betonta Sasan, Lanie Villarin Sasan

Abstract


This study assessed the Symbolic Interactionism competency of teachers in relation to students’ performance as basis for Result.Focus Measures. The profile of teachers in term of age and gender, highest educational attainment, field of specialization, and teaching experience was obtained. The students’ performance in Filipino, English, Math, Science, and Makabayan during the first (1) grading to third (3) grading period were obtained to assess the Symbolic Interactionism competency of teachers in terms of RPMS (Result-Based Performance Management System) using the DEPED ORDER NO. 2, s. 2015. (Guidelines on the establishment and implementation of the RPMS in the Department of Education).
A descriptive-correlation research approach was used in gathering the data with the use of an average rating by the teacher. A teacher-respondent was rated and their competency level on the RPMS were assessed with the computed chi-square of the results of the students on their first to third grading period.
It was found out that the Symbolic Interactionism competency as perceived by the teacher was very satisfactory. It was revealed that there is a significant relationship between Symbolic Interactionism competency and students’ performance. This implies that the Symbolic Interactionism competency (knowledge, attitude, and practices) of the teachers was a determinant in the students’ performance.
It is recommended that teachers as well as the administrators should implement the Result.Focus Measures to cater the needs of the students.

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ISSN : 2251-1571