Abstract

          This descriptive study determined the competence of NDDU-IBED MAPEH Teachers and developed an in-service training program to enhance further their skills. Survey was used to determine the profile of the teachers taking into account their sex, educational attainment, years in teaching and the trainings/seminars attended related to teaching dance. Actual dance performance observation was conducted to identify the level of knowledge and skills-based competencies of the teachers in Philippine and International Folk Dance. Factors affecting the teaching competence of the teachers were also determined.

          Findings revealed that female MAPEH teachers dominated teaching, majority of the MAPEH teachers have educational attainment aligned with teaching requirements, most have security of tenure,  and few have attended professional trainings in the local to national level. It also revealed that the teachers’ knowledge-based competencies were generally good while their skills-based competencies were described as fair. Furthermore, factors such as dance techniques, digital technologies, choreography, interpersonal communication, musicality, networking and leadership have moderate extent of effect on their teaching competence.

          Recommendations of the study include ensuring alignment of educational attainment of MAPEH teachers with teaching requirements, and the need for school administrators to review policies that could ensure teachers attendance to professional trainings from the local to the national levels. There is also a need to look into ways on how to improve the knowledge-based and skills-based competencies of the teachers since this has a direct bearing on the quality of instruction. Future researches could also be conducted to quantify the teachers’ dance techniques, use of digital technologies, choreography, interpersonal communication, musicality, networking and leadership. The proposed in-service training for the MAPEH teachers should also be tried out to establish its effects on level of competencies related to dance education.

Introduction

Professional development of teachers is central to improving the quality of education in schools. Quality of education should in principle be guaranteed by a high standard of initial education, apprenticeship and continuing professional development of teaching. In 2016, the study conducted by  Asia Pacific Education Research Institutes Network (ERI-Net), coordinated by UNESCO Bangkok, highlighted that teaching competencies in the classroom requires teachers to change from being transmitters of knowledge to facilitators of knowledge.

The legal basis of Physical Education  as investigated in this study was anchored from Article 14, Section 18 of the 1987 Philippine Constitution entitled, Education, Science and Technology, Arts, Culture and Sports, (De Leon & De Leon, 2014) which states that: The State shall ensure equal access to cultural opportunities through the educational system, public or private cultural entities, scholarships, grants and other incentives, and community cultural centers, and other public venues. The State shall encourage and support researches and studies on the arts and culture. The Philippine Constitution of 1987, Article 14, Section 19 states that: The State shall promote physical education and encourage sports programs, league competitions and amateur sports, including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.

All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other sectors.  In the year 2012, the Department of Education (DepEd) of the Republic of the Philippines implemented the K to 12 Basic Education Program. The Physical Education curriculum which includes  Rhythms and Dance based on the principle “Move to Learn, Learn to Move” with the main objective of achieving lifelong fitness indicated a pressing need to provide the idea of teaching competency as the capacity to articulate and mobilize knowledge, attitudes, ways of thinking, and capabilities in diverse situations, to that end involving personal relations that occur within the school environment, support of the school environment, the teachers’ life histories and how they relate to their professionalization .

The preliminary interview of the study revealed that only 3 of the 22 MAPEH teachers have attended professional trainings in Dance Education in the national and even in the local level. MAPEH teachers from NDDU-IBED shared the lack of linkages and very limited financial resources to avail of the chances of being part of in-service education, a necessity in enhancing work performance and motivation of teachers in the field (Abas, 2016). These teachers expressed that absence of in-service training of teachers will retard their professional growth as well as develop missing gaps between demands and actual achievement levels (Cheng & Hampson,2008). The MAPEH teachers emphasized that there has been very limited in-service education activities that may include seminars, workshops, conferences, classes, exhibitions that are designed to develop and improve their teaching competencies and performance from initial employment stage to retirement.

From the foregoing, it becomes imperative that every attention should be devoted to the in-service education of teachers to promote their professional growth and development.  The preliminary interview conducted by the researchers from Notre Dame of  Dadiangas University to the MAPEH teachers from the Integrated Basic Education Department highlights a relation between competency and action. Having knowledge or capabilities does not mean being competent since competency goes beyond knowledge and must be linked to being capable of carrying out certain actions. MAPEH teachers may have knowledge of theories related to teaching of dance, know how to act in certain situations, but not manage to act appropriately when facing complex situations that occur on a daily basis or not know how to act with initiative and autonomy in such situations.

 

Statement of the Problem 

The study determined the competence of NDDU-IBED MAPEH teachers and developed an in-service training program to enhance further their skills.

          Specifically, it answered the following questions:

1. What is the profile of NDDU-MAPEH teachers considering their:
   • Sex;
   • Educational Attainment;
   • Number of years in teaching; and
   • Seminars/Trainings attended ?
2. What is the level of competence of MAPEH teachers in the following aspects:
   • Knowledge competencies; and
   • Skills-based competencies?
3. What is the extent of practice of the different components in teaching MAPEH?
4. What in-service training program can be designed to enhance the competency of MAPEH teachers?

 

Research Methodology

The study used the descriptive survey type of research. the study respondents included 22 MAPEH teachers from the Elementary, Junior High School and Senior High School at Notre Dame of Dadiangas University-Integrated Basic Education Department, Espina Campus and Notre Dame of Dadiangas University-Integrated Basic Education Department, Lagao Campus. Of the 22 respondents, 15 were females or 68.18% and 7 were males or 31.82%. Lagao Campus has 5 teachers from the Elementary level and 3 from the Junior High School. Espina Campus has 3 male and 4 female teachers handling MAPEH classes. Senior High School teachers have a total of 3 males and 4 females.

The study utilized survey questionnaire and actual dance performance observation rating sheet.

The survey questionnaire obtained the data on the following; Part 1 highlighted the profile of the teacher respondents, from the basic questions to years in service in teaching the subject, length of service to the relevant seminars attended by teachers handling dance education.  Part II pertains to the level of competence of the teachers in the teaching Philippine and International Folk Dance. Evaluators of the survey are the MAPEH teachers from the two campuses of NDDU-IBED.  Part III deals with the factors affecting teaching competence of MAPEH teachers.  A 4-point Likert Scale was used to evaluate the level of competence of MAPEH teachers and the factors affecting their teaching competence as shown below:

 

Box1. Scale for the Level of Competence

Scale	Mean Range	Frequency of Practice	Interpretation	Level of Competence
4	3.26-4.00	Always	The indicator is practiced from   75%  – 100%	Outstanding
3	2.51-3.25	Often	The indicator is practiced from   51%  –   75%	Good
2	1.76-2.50	Sometimes	The indicator is practiced from   26 % –   50%	Fair
1	1.00-1.75	Rarely or never	The indicator is practiced from 0 % –   25%	Poor

Actual Dance Performance Observation. The researchers gathered the MAPEH teachers for the Dance Literature Interpretation performance that includes dance patterns, dance steps, dance formation and dance terminologies after proper coordination with the key officials of the respondent schools. The respondents’ actual dance interpretation performance was rated using the 4-point scale.

 

Box2. Scale for the Dance Performance

Scale	Mean Range	Frequency of Practice	Interpretation	Level of Competence
4	3.26-4.00	Always	The teacher being observed displays the   fully the dance performance criterion.	Very Good
3	2.51-3.25	Often	The teacher being observed displays 75% of the criterion.	Good
2	1.76-2.50	Sometimes	The teacher being observed displays 50% of the criterion.	Fair
1	1.00-1.75	Rarely or never	The teacher being observed displays 25% of the criterion.	Poor

 

Box3. Scale for the Extent of Effect of the different components in teaching MAPEH

Scale	Mean Range	Frequency of Practice	Interpretation	Extent of Effect
4	3.26-4.00	Always	The indicator affects my teaching competence from 75 %  – 100%.	High Extent
3	2.51-3.25	Often	The indicator affects my teaching competence from 51%  – 75%.	Moderate Extent
2	1.76-2.50	Sometimes	The indicator affects my teaching competence from 25%  – 50%.	Less Extent
1	1.00-1.75	Rarely or never	The indicator  affects my teaching competence from 1%  – 25%.	No effect

Part III pertains to the components of MAPEH teaching such as choreography, dance techniques, networking, leadership, musicality, and digital technologies.

Evaluators of the survey are the MAPEH teachers from the two campuses of NDDU-IBED.A 4-point Likert Scale was used to determine the extent of effect of the components in teaching MAPEH. The scale is presented in Box 3.

The conduct of Actual Dance Performance Observation was done right after permission was sought from the school principals. The respondents of the study from Lagao and Espina Campuses were convened by batch for observation during Dance Literature Interpretation performance. Evaluation of their performance includes dance patterns, dance steps, dance formation and dance terminologies. Teachers were informed of the content of the observation tool and the process that they will undergo. Schedule for the observation was arranged with the assistant principals so that teachers and researchers would agree on the conduct of the study.

The first batch was composed of the Senior High School teachers whose dance interpretation performance was observed last November 24, 2018 at NDDU Office of the Student Affairs. The second batch was composed of Elementary and High School teachers from Lagao Campus on December 18, 2018 at the Conference Room of NDDU-IBED, Espina Campus.  The third batch was composed of the Elementary and High School MAPEH teachers from Lagao campus  whose dance performance was observed by the researchers on December 18, 2018 at AVR Room 2 at NDDU-IBED, Lagao Campus.

All data gathered were collated, analyzed and interpreted. using percentage and weighted mean. The results were used in the development of the in-service training program for the said MAPEH teachers.

 

Summary of Findings

1. Profile of the MAPEH teachers

The profile of MAPEH teachers was described in terms of sex, educational attainment, number of years in teaching and the professional trainings attended.  Out of the 22 respondents, there were 15 females or 68.18% and 7 males or 31.82%. A total of 12 teachers or 54.54% have education courses aligned with teaching of MAPEH. A total of 10 teachers have education courses with majors in Health and Science, General Education, Preschool Education, English and Special Education.  There are 4 MAPEH teachers or 18.18% who have taught for 3 years; 9 teachers or 40.91% have been into teaching for 7 years, 7 teachers or 31.82% have taught for 10 years the most and only 2 teachers or 9.09% who taught for 11 to 13 years. Only 3 of the 22 MAPEH teachers or 13.64% have attended professional trainings in the National Level.

These trainings include National Cheer Dance Workshop and Folk Dance Workshop. Only 3 teachers or 13.64% have attended trainings in the local level.

2. Level of Competencies of MAPEH Teachers

MAPEH teachers’ knowledge-based competencies were generally good while their skills-based competencies were described as fair. All of the three indicators were found to be fair namely: executes the dance steps with accuracy(x̄=2.23) and shows mastery of the dance terminologies(x̄ =2.09) . The average weighted mean rating (x̄=2.16)interpreted as fair describes the execution of dance terminologies by MAPEH teachers as fair.

3. Factors affecting Competence of MAPEH Teachers

Dance techniques and digital technologies were found to have high extent of effect to the teaching competence in MAPEH. Four indicators have moderate effect namely: choreography and interpersonal communication(x̄ =3.23); musicality (x̄ =3.14);and networking(x̄ =2.95). Leadership(x̄ =1.05)has no effect to the teaching competence in MAPEH. The average weighted mean rating (x̄ =2.77) shows that the said factors have moderate extent of effect to the teaching competence of MAPEH teachers.

 

4. Proposed In-Service Training Program for MAPEH teachers

The proposed In-service training is a professional and personal educational activity for MAPEH teachers to improve their efficiency, ability, knowledge and motivation in their professional work. There are five concerns which the program intends to address. These include  alignment of  teachers’ teaching qualifications with the teaching requirements for MAPEH, having few MAPEH teachers with active participation in professional trainings from local to national level, improvement of MAPEH teachers’ knowledge-based competencies from good to very good  and skills-based competencies of MAPEH teachers described as fair. Other areas include MAPEH Teachers’ actual  dance performance which the researchers observed personally based on Execution of Dance Patterns, Execution of Dance Steps and Formation and Execution of Dance Terminologies which were generally fair. Factors such as dance techniques, digital technologies, choreography, interpersonal communication, musicality, networking, and leadership have moderate extent of effect to the teaching competence of MAPEH teachers.

Mechanisms listed in the program include: for First area of concern , MAPEH teachers to take additional course/s to fit into the teaching requirements prescribed by the Department of Education and the school itself considering the regular courses, the full time courses undertaken during the normal academic session; assigning teaching loads based on teachers’ educational qualifications and MAPEH teachers’ enrolment to Courses with certifications aligned with MAPEH teaching which could be lobbied to the respondents with support from the school administrators for financial assistance.

For the Second area of concern, the researchers could arrange conduct of professional trainings aligned with MAPEH teaching by networking with support from the school administrators for financial assistance. Researchers could also do correspondence with identified Professional Trainers on Dance Education to conduct trainings locally.

For the Third area of concern, researchers will conduct a Research Forum in partnership with the Research Center or the Graduate School of NDDU so that MAPEH teachers will have reflective and critical awareness of researches concerning dances, dance theory, history, ethnography, education, choreography and practice, and dance therapy. Researchers will arrange a cultural trip for MAPEH teachers to have actual observation and analysis of dance in its cultural context which is central to the study of cultures and a vital aspect of exploration in cross-cultural inquiry. Researchers could work with MAPEH teachers in coming up with the documentation and record keeping practices on the proficiency in the analysis of dance in its cultural manifestations, leading them beyond knowledge of a culture to an understanding and celebration of difference; and who are flexible, creative thinkers able to perceive, examine and evaluate different points of view.

For Fourth area of concern, the researchers could work hand in hand with the MAPEH teachers in designing task-based projects among Education students who are majoring MAPEH to compile proficient analysis of dance in its cultural manifestations. Researchers could recommend to the libraries of NDDU-IBED on what resources could be readily made accessible for the improvement of skills-based competencies of MAPEH teachers.

For the Fifth area of concern, researchers could conduct among MAPEH teachers Exhibitions, regarded as physical displays of scientific interest intended to enlighten teachers on the Execution of Dance Patterns, Execution of Dance Steps and Formation and Execution of Dance Terminologies.

 

Conclusions

          Based on the summary of findings, the following conclusions are drawn:

1. Profile of the MAPEH teachers

Female MAPEH teachers dominate teaching. Majority of the MAPEH teachers have educational attainment aligned with teaching requirements. Most of the MAPEH teachers have security of tenure. Few MAPEH teachers have attended professional trainings in from local to national level.

2. Level of Competencies of MAPEH Teachers

MAPEH teachers’ knowledge-based competencies were generally good while their skills-based competencies were described as fair.

3. Factors affecting Competence of MAPEH Teachers

Factors such as dance techniques, digital technologies, choreography, interpersonal communication, musicality, networking, and leadership have moderate extent of effect to the teaching competence of MAPEH teachers.

4. Proposed In-Service Training Program for MAPEH teachers

The proposed in-service training aims to provide the MAPEH teachers professional and personal educational activity to improve their efficiency, ability, knowledge and motivation in their professional work after areas of concerns and mechanisms were identified. Efforts should be directed to assist the participants to work in small groups and learn from each other rather than focusing on information dissemination that is not applicable in practical classroom setting or environment.

 

Recommendations

In view of the apparent problems confronting MAPEH teachers, the following recommendations are made:

1. Profile of MAPEH teachers
   • There is a need for school administrators to ensure that the educational attainment of MAPEH teachers is aligned with the teaching requirements.
   • That school administrators have to review policies that could provide MAPEH teachers attendance to professional trainings from local to national level .
2. Level of Competencies of MAPEH Teachers
   • There is a need for MAPEH teachers to improve their present knowledge-based and skills-based competencies for better teaching practices.
3. Factors affecting Competence of MAPEH Teachers
   • There is a need for researches to be conducted further to determine how factors such as dance techniques, digital technologies, choreography, interpersonal communication, musicality, networking, and leadership could influence the teaching competence of MAPEH teachers.
4. Proposed In-Service Training Program for MAPEH teachers
   • There is a need for the proposed in-service training for MAPEH teachers to be tried out to evaluate its effect on the level of competencies related to dance education.

 

References

Abas, M. (2016). Difficulties in Field-Based Observation among Pre-Service Teachers: Implications to Practice Teaching College of Education. International Journal of Evaluation and Research in Education 5(2), 101-112

Cheng, E., & Hampson, I. (2008). Transfer of training: A review and new insights. International Journal of Management Reviews, 10(4), 327-341.

De Leon, H. S., & De Leon Jr., H. M. (2014 Edition). Textbook on the Philippine Constitution. Manila: Rex Bookstore.

Jackson, S.L. (2009).  Research Methods and Statistics:  A Critical Thinking Approach Belmont, CA: Wadsworth.