SCHOOL LEARNING ENVIRONMENT AND TEACHERS PERFORMANCE

IN THE DIVISION OF SULTAN KUDARAT

REYMON R. LAMONTE

A Thesis Presented

To the Graduate School Faculty

In Partial Fulfillment of the Requirements

For the Degree of Master of Arts in Education

Major in Educational Administration and Supervision

SHARIFF KABUNSUAN COLLEGE, INC.

GRADUATE SCHOOL

Sarmiento, Parang, Maguindanao

April, 2020
 APPROVAL SHEET

IN PARTIAL FULLFILMENT of the requirements for the degree of

MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL
ADMINISTRATION AND SUPERVISION (MAED), this thesis entitled,
“SCHOOL LEARNING ENVIRONMENT AND TEACHERS PERFORMANCE IN
THE DIVISION OF SULTAN KUDARAT” has been presented by REYMON R.
LAMONTE who is hereby recommended for oral examination.

JULIET LLORITO SISON, Ph.D

Adviser

ACCEPTED AS PARTIAL FULLFILMENT of the requirements for the

degree of MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL
ADMINISTRATION AND SUPERVISION.

ZENAIDA PIANG SOLAIMAN, Ed.D.

Dean, Graduate School

APPROVED ON ________by the tribunal at the Oral Examination with the

grade of _________

CANDIDATO L. KALIPA, Ph.D.

Chairman

BAI CABAYBAY D. ABUBAKAR MAED AMOR B. PENDALIDAY Ed.D.

SKCI President CHED-ARMM Representative

TARHATA S. GUIAMALON Ph,D. ZENAIDA P. SOLAIMAN Ed.D.

Statistician/Member Member

SEMA G. DILNA Ed. D. ZAINUDIN ADAM, Ph.D.

Member Member
 ACKNOWLEDGEMENT

The researcher wishes to express her heartfelt gratitude and appreciation

to the following persons who are in one way or another made the realization of

this study to its success.

The researcher praises the LORD Almighty for the enlightenment,

blessings of good health, guidance, showering his faith and financial matters

for this research Study.

The adviser, Dr. Juliet Llorito Sison, for her untiring support during

edition: her patience in editing, organizing, putting into order and extending

unlimited expertise to ensure the coherence of the entire research study.

Dr. Ruth L. Estacio PhD, CESO VI, OIC, Schools Division

superintendent, DepEd, Division of sultan Kudarat for the support,

encouragement and permission given me to conduct this research in the

chosen district;

Mrs. Annabelen A. Ampulier, Public schools district Supervisor of DepEd

District of Kulaman I, Division of Sultan Kudarat, for the permission granted to

conduct this study and for the motherly and fatherly concerns expended to the

researcher,
 [Link] Zenaida P. Solaiman, Dean of the Graduate School, Shariff

Kabunsuan College, Inc. for her critic, constructive suggestions to make the

thesis more substantial;

Prof. Bai Cabaybay D. Abubakar, President, Shariff Kabunsuan College,

Inc. for the caring advice and sharing of experiences that serves as guiding

principle to finish the study;

[Link] G. Dilna, Chairman of the panel of examines, [Link] S.

Guimalon, Statistician, Dr. Candidato L. Kalipa, [Link] Adam members

of the panel of examines, for their suggestion, recommendations and

Unwavering Expertise to make this manuscript more extensive and friendly to

the readers.

Dr. Amor B. Pendaliday, CHED representative, for his keen and

meticulous, correction of the manuscript.

The SKCI staff thank you for the encouragement.

REYMON R. LAMONTE
 DEDICATION

This thesis is heartedly and lovingly dedicated

To the researcher’s children

Trisha C. Lamonte

Criezel C. Lamonte

Divine C. Lamonte

to his late Mother Teresita Sumagaysay Rotelo Lamonte and to his Father

Ramon Celebre [Link] serve as my inspiration;

to his friends Mary jean Melecio Enrijo, Jephonee Prieto Enrijo , Janice Lilan

Casama, brothers and sisters for everything that has been made-available in

life as God’s servant in the field of education.

REYMON R. LAMONTE
 TABLE OF CONTENTS

Page
TITLE PAGE
APPROVAL SHEET i

ACKNOWLEDGEMENT ii
DEDICATION iii
TABLE OF CONTENT iv
LIST OF TABLE v
LIST OF FIGURE vi
THESIS ABSTRACT vii
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Statement of the Problem 3
Theoretical Framework/ 3
Conceptual Framework
3
Schematic Diagram
6
Significance of the study
7
Scope and limitation of the study
8
Definition of terms
8
II. REVIEW RELATED LITERATURE AND STUDIES
Related Literature 10
Related Studies
10
III. RESEARCH DESIGN AND METHODOLOGY
Research Design
33
Locale of the Study
34
Respondents of the Study
34
Research Instruments
34
Reliability and Validity of the Instrument
35
Data Gathering Procedure
35
Statistical Tool 36
IV. PRESENATION, ANALYSIS AND INTERPRETATION OF DATA
Mean Rating of School Improvement Plan (SIP_)
37
Mean Rating of Classroom Improvement
39
Mean Rating of Implementation of the Curriculum
41
Mean Rating of Partnership with Stakeholders
43
Mean Rating of Teachers Participation
45
 Mean Rating of Teachers Attitude
47
Mean Rating of production of Instructional materials
49
V. Summary, Findings, Conclusions and Recommendations
Summary of the study 51
Summary of the findings 52
Conclusions 54
Recommendations
54
BIBILIOGRAPHY
56
APPENDIX A Letter to the Schools Division Superintendent
58
APPENDIX B Letter to the District Supervisor
59
APPENDIX C Questionnaires
CURRICULUM VITAE
61
 LIST OF TABLES
TABLE Page
1. Table on the School,Improvement Plan(SIP)
2. Table on the Classroom Improvement
3. Table on the Implementation of the Curriculum
4. Table on the Partnership with Stakeholders
5. Table on the Teachers Participation
6. Table on the Teachers Attitude
7. Table on the Production of Instructional Materials
 List of Figure

Figure Page

1. Schematic Diagram Showing the Independent

And Dependent Variable of the Study
 THESIS ABSTRACT

Researcher : REYMON R. LAMONTE

Title: SCHOOL LEARNING ENVIRONMENT AND TEACHERS

PERFORMANCE IN THE DIVISION SULTAN KUDARAT

Adviser: JULIET LLORITO SISON, Ph. D.

Purpose of the Study:

The study aimed to determine the school learning environment and

teachers performance in the Division of Sultan Kudarat. Specifically, this study

sought to answer the following questions: 1. To what extent is the School

learning environment in terms of: a. School improvement Plan (SIP) b.

Classroom Improvement c. Implementation of the Curriculum d. Partnership

with the stakeholders 2. To what extent is the teacher’s performance in terms

of:

a. Teachers participation b. Attendance c. Teachers attitudes d. Production of

Instructional materials 3. Is there a significant relationship between the School

learning environment and teacher performance?

The researcher used descriptive survey utilizing correlational method of

research. The descriptive survey is a fact finding study with adequate and

accurate interpretation. It is used to collect demographic data about the

people’s behavior, practices, intentions, beliefs, attitudes, opinions,

judgements, interest, perceptions and the like and then such data are

analyzed, organized and interpreted. (Calderon and Gonzales, 2019). The data

being gathered extensively all about the school learning environment and

teachers’ performance. This data was taken from survey questionnaire which

were made for further analysis.

The respondents of the study were the 90 teachers in Kulaman District I,

Division of Sultan Kudarat. The total complete enumeration was used to

determine the total number of respondents.

The study will be conducted to the twenty-one (21) schools Kulaman

District I, Senator Ninoy Aquino, Sultan Kudarat.

Based from the specific statement of the problems posed in the

first portion of this study, the summary of findings was enumerated as

follows:

1. The School Improvement Plan has the overall mean 3.93 which is

being interpreted as highly evident.

2. On classroom improvement. The overall mean 3.95 which is being

interpreted as highly evident,

3. On the implementation of the curriculum, the overall mean of 3.94,

interpreted as highly evident.

4. On partnership with stakeholders. The overall mean 3.83 which is

being interpreted as highly evident.

 5. On the Teachers Participation. The overall mean (3.93) which is

being interpreted as highly evident.

6. On the Teachers Attitude. The overall mean (3.93) which is being

interpreted as highly evident.

7. About the production of materials. The overall mean 4.00 which is

being interpreted as highly evident.

From the major findings of this study, the conclusion stated that the

School learning environment really has the big role in teaching the

pupils. With the SIP of the school heads which is their basis in improving and

developing their school, while teachers are using different curriculum for each

subjects that fits to the level and the age of the pupils. Teachers and parents

are helping one another for the improvement of the school so that pupils will be

interested to go to school. Another reason why pupils are eager to learn

because the teacher is using colorful instructional materials during teaching

learning process.

On the basis of the summary of findings and conclusion of this study,

the following recommendations are formulated:

1. School heads should update their SIP yearly

2. Curriculum should be sub-task so that it will be easy for the teacher

to use it
 3 .Teachers should change their instructional materials weekly to update

based on the content and unit to be taught

4. Parents should be encourage more to take part in school improvement

and join in school activities

5. Teacher should also cooperate with community activities

6. Teachers should always all the time prepared of the colorful and new

Instructional materials to be use in teaching.

CHAPTER I

THE PROBLEM AND ITS’ BACKGROUND

Introduction

Research tells us that children and youth learn best in environments where

they feel safe and free to explore and learn, and where they have secure

relationship with caring and responsive adult. A well arrange environment can

help you best support the development of the learners. The most important

aspect in safe and positive learning environment is the rapport between

teachers and his or her student. When the students understand that their

teachers cares about them and wants them to do well. It makes sense that

students would do better when they learn in positive environment. After all,
most people would agree that some environments are more conducive to

learning and academic performance. The influence of environment has on

student success. The students who learn in positive environments effectively

receive a month and a half more math instruction than those in poor learning

environment. Schools that provide better environments, in other words, could

potentially reach higher level of success while spending less money. Students

who attend safe schools where they are expected to form positive relationship

with their teachers and peers have a notable advantage over students without

these beneficial traits. In this study School learning environment and teachers

performance that the teachers participation, teachers attitude, teachers

attendance and production of the materials are really needed in order to know

the performance of the teacher in school for the learners in their success. The

learning environment also affect the success of the schools and learner in this

study the School improvement plan of the school must be fully

implemented ,the classroom improvement of the school need the support of the

stakeholders, the implementation of the curriculum, and the partnership of the

stake holders are very important to the school learning environment .My study

was conduct in the District of Kulaman 1,Seanator Ninoy Aquino, Sultan

Kudarat ,Division of Sultan [Link] respondent of this are the teachers

and school heads.

Statement of the Problem

The study aims to determine the school learning environment and

teacher’s performance in the Division of Sultan Kudarat.

 Specifically, this study sought to answer the following questions:

1. To what extent is the School learning environment in terms of:

a. School improvement Plan (SIP)

b. Classroom Improvement

c. Implementation of the Curriculum

d. Partnership with the stakeholders

2. To what extent is the teachers performance in terms of :

a. Teachers participation

b. Attendance

c. Teachers attitudes

d. Production of Instructional materials

3. Is there a significant relationship between the School learning

environment and teacher performance?

` Theoretical/Conceptual Framework of the Study

According to an OECD Report , Learning is defined as a process

that brings together personal and environmental experiences and influences

for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes

and behavior and world views. Learning theories develop hypotheses that

describe how this process takes place. The scientific study of learning started

in earnest at the dawn of the 20th century. The major concepts and theories

of learning according the report include behaviorist theories, cognitive

psychology, constructivism, social constructivism, experiential learning

multiple intelligence, and situated learning theory and community of practice.

The report also highlighted that the behaviorist perspectives of learning

originated in the early 1900s, and became dominant in early 20th century. The

basic idea of behaviorism is that learning consists of a change in behavior due

to the acquisition, reinforcement and application of associations between

stimuli from the environment and observable responses of the individual.

According to Sandberg, J. A. (1994), learning environment refers to the

whole range of components and activities within which learning happens.

Technically speaking, a Learning Environment relies on computer-supported

Systems such as a Learning management system, a combination of various

educational technologies (including at least one communication module).

Sandberg identified the following as parts of the Computer-Supported

Systems:

 Teacher component: Its role is to provide something between loose

guidance and direct instruction. It can be a human agent (present or

distant), an intelligent agent, instructions like some text books provide,

etc. This component provides information from the syllabus to the task

level.

Monitor component which ensures that something is learned. A role taken

 This study is based on the concept of the School learning environment

and Monitor component which ensures that something is learned. A role

taken by either the human teacher, the learner (self-control) or by some

program.
  Fellow learner’s component: which improves the learning process (some

research tries to implement artificial ones).

 Learning material, often Courseware: which contains what has to be

learned in a very broad sense (knowing what, knowing how). It can be

computational in various ways (exploratory hypertext, lesson and task

oriented hypertext, simulation software, task solving environments, etc.).

 External information sources: which includes all kinds of information

which is not directly stored in the learning material (e.g. additional

material, handbooks, manuals, etc.).

 Tools: which includes everything that may help the learning process

other than the learning material (e.g. calculators, communication

software, etc.)

As equally opened by Sandberg, J. A. (2014), learners in supportive

environments have high levels of self-efficacy and self-motivation and use

learning as a primary transformative force. “Welcoming the learner –child,

youth or adult– in an environment where they can feel safe and nurtured for is

very important for the development of each individual and the society as a

whole. Addressing the issue of learning environment in a comprehensive and

systematic way is even more critical in countries with limited financial

resources. These scarce resources should be invested with a clear definition of

what constitutes an enabling learning environment and with a clear

benchmarking of progress toward the attainment of that environment. Despite

the wide variety of learning systems and complexity of layers of decision-

making, it is critical to not lose the importance of building learning

environments and integrate these aforementioned considerations in a national

and local policy context. This is so because, learning takes place in multiple

settings and the learning environment can be structured or unstructured and

the learning in different environments can complement each other.

Independent Variable Dependent Variable

School Learning
Teacher Performance
Environment
a. Teachers
[Link]
participation
Improvement Plan
b teacher attitude (SIP)

c. Production of b. Classroom
Instructional Improvement
materials
c. Implementation of
the curriculum

d. Partnership with

Figure I- Shows the Significant Relationship between the Independent and

Dependent Variables of the Study

Null Hypothesis

Based on the statement of the problem stated the null hypothesis is

formulated:
Ha1. There is no significant relationship between the school learning

environment and teacher performance?

Significance of the study

This study is expected to catch the attention of the concerned individuals

to determine the Schools Learning Environment and Teachers Performance in

the Division of Sultan Kudarat.

It will help the school head and other stakeholders determine the course

of action needed to be done to help the teachers in performing their duties.

The result of this study will benefit the teachers by allowing them to

understand their role and function in improving their teaching learning

process. 

It is also hope that this study will provide directions for other researchers

who can come up related to this topic. The findings of the study can be used as

their guide to expand their knowledge in the same field of education and

advancement of the research process.

Furthermore, the researcher could benefit on this study by means of his

contribution to uplift the performance of the teachers.

Scope and Limitation of the Study

 This study is limited only to determine the School Learning Environment

and Teachers Performance in the Division of Sultan Kudarat for the School

Year 2019-2020.

The respondents of the study were the teachers in Kulaman District I,

Division of Sultan Kudarat. The focus is on the teacher’s performance such as

teachers participation ,teachers attitude and production of instructional

materials while on the school learning environment it includes the school

improvement plan, classroom improvement, implementation of the curriculum

partnership with stakeholders.

Definition of Terms

The following words are operationally defined as use in the study.

School learning environment-A school having appropriate facilities, well

manage classroom, available school –based health supports, and a

clear, fair disciplinary policy.

School Improvement Plan is a road map that sets out the changes a

school needs to make to improve the level of student’s achievement

and shows how and when these changes will be made.

Implementation of the Curriculum – translation of a written curriculum

into classroom practices

Partnership with stakeholders- partner who have the role in helping for

the development of the school

 Teacher Performance - a teacher demonstration impact on students

learning as established through student’s achievements

Teachers participation in school activities - activities done in school with

the participation of the teachers

Teacher attitude- behavior of the teacher shown in the school

Production of Instructional materials– provision of instructional materials

to use by the teacher in teaching.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This portion presented the different principles, theories, concepts, related

to the present study. Its sources are either from books, encyclopedias,

journals, magazines, theses, dissertations, and internet websites.

Literature

Teacher Performance

Ladd(2016) said that the single most important quality that that every teacher

should possesses to make education work is love and passion for teaching

young people. This could not be replace by anything. The best teacher go out of

their way to find ways to relate to each of their students. Common interest can

be hard to find, but good teachers will find a way to connect with their student.

A teacher can also derive good performance from being proactive, Intense
planning and organization can ultimately make the job all the more less

difficult.

Kenny(2006) pointed out that if there are poor performers in the

classroom, It maybe because of the students slower inability to grasp certain

topic other than the classmates. There are many reforms on education being

implemented one by one. These are on classroom environment , academic

curriculum, and lately the evaluation of teacher performance. Many advocates

of education reform in America say that salaries of teachers should be based

on performance that can be reflected during lest scores of the students in

exams.

Lambert (2014) believe that while some factors that influence improving

performance are immutable, other factors can be influence by the performer or

by others. The factor can be varied fall into three categories such as performer

mindset includes action that engage positive emotions. Immersion in a physical

, social, intellectual environment can elevate performance and stimulate

personal as well as professional development. Elements include social

interactions, disciplinary knowledge, active learning emotion both(positive and

negative), and spiritual alignment.

Teachers participation in attendance

Improving teacher attendance most likely requires greater focus in which

detailed attendance date are tracked both by the principals and the central
office. Teacher attendance needs to be a higher more public priority for school

district that is complemented by school cultures that expect excellent teacher

attendance.

Miller, r (2013) Teacher absence as a leading indicator of student

achievement. New national data offer opportunity to examine cost of teacher

absence relative to learning loss.

[Link] Attendance work is a national and

state initiative that promotes awareness of the importance role that school

attendance plays in achieving academic success starting with the school entry.

Our goal is to ensure that every district in the country not only track chronic

absence data beginning in kindergarten or ideally earlier, but also partners

with families and community agencies to intervene when attendance is a

problem for children or particular schools.

Rodel (2008) Tracked that students from kindergarten through high

school found that dropout pattern were linked with poo attendance beginning

in kinder garten.

Public school teacher in the united states average between 9-10 absence

each school year. Elementary teacher tend to have higher rates of absenteeism

that teachers in the middle and high school level where decreased percentage

of certified staff member are female (Department of labor (2013):clotfelter et

al2018
 Teacher attitude

The individual's prevailing tendency to respond favorably or unfavorably

to an object (person or group of people, institutions or events). Attitudes can be

positive (values) or negative (prejudice). Social psychologists distinguish and

study three components of the responses: a) cognitive component, which is the

knowledge about an attitude object, whether accurate or not; b) affective

component: feelings towards the object and c) conative or behavioral component,

which is the action taken towards the object.

We understand that in most situations the three components appear

concomitantly to shape teachers' classroom postures, through a direct and

indirect interaction between society, school and teachers, following the model

presented above.

Leite (2014) raises questions about how does society see the need for

change, what are its demands, what is considered modern, and how do these

beliefs influence teachers' views and behavior in school.

The fact that most teachers most of the time behave as information providers (Brown,

2016). The basic model of teaching in this case is: a) spontaneous; (b) belief that all

students are identical and ready to follow same type of instruction; © acceptance of

models the teachers were taught; and (d) lack of readiness about students' forms of

learning and thought,

(Hallbawchs,2015). The lack of coherence between the teachers' classroom attitudes

and their expressed belief on active methods of interaction.

Black (2013) reported a study made in a physics classroom were the teacher strongly

believed in his ability to conduct an interactive science class. When observed, he was

talking to the class 90% of the time. Activity dominated learning situation studies

show that students listen to the instructor more than 50% of the laboratory time.

. Carvalho (2015), mentions the dichotomy between the liberal discourses

in opposition to repressing action that dominates the teacher training courses.

A study of the beliefs and opinions of science teachers (physics, biology and

chemistry and mathematics) about the nature of science and science

education.

Koulaidis (2014) found that science teachers' pedagogical positions

are quite traditional, giving great emphasis to presentation of knowledge and

pupils' abilities to think in abstract terms. There is good agreement (Baird et al,

2013) that teachers who are seldom asked to reflect upon their own teaching

could be no more than mere repetitions of book material. Since teachers have a

major role in any education reform they should be solicited to understand new

proposals and to participate in their formulation, to analyze their performance

and modify their behavior, their personal conceptions on how to teach and what

to teach. Most teachers, influenced by how they were taught tend to replicate

the model. Teachers' styles, and mainly their attitudes, are strong context

outcomes, rooted in experience and do not become automatic routine conducts,

in the sense that they are developed via very slow interactions (action/reaction)

and become well established constructs for each individual only after some

time. In that sense attitudes can be modified only by each individual, when

he/she becomes aware, via elements and evidence, that new postures would be

better to deal with the world around. We agree with Carr's (2013) statement

that professional change and educational change are two strongly related

problems. So we could argue about the possibility to modify teaching attitudes

by means of teaching programs, as we believe to be true when we teach specific

competencies in the pre-service courses. On the other hand, we need to worry

about teachers' negative attitudes since they affect a large number of the

student population. As quoted by Lederman (2015), science illiteracy is very

high, ranging up to 90% (developed and developing countries).

According to Nemser-Feinman and Floden (in Wittrock, 2016) teachers go

through three stages when they start teaching: adequacy, mastery and impact

awareness of the effect of their teaching on the students. Pre-service courses

should prepare the future teacher for adequacy and mastery. In-service

programs should help the teacher to actualize their knowledge with the

acquisition of adequate instruments and methodologies to solve problems.

Solomon et al. (2015) state that science teachers more than most, require an

entitlement to regular re-training in school time, this in addition to pre-service

training. In our opinion, the teachers belonging to group c are obviously a

missing case, as far as the teaching programs are concerned, since the system
has injured them deeply and the efficiency of actions taken to retrieve their

interest in teaching is frequently low and wasteful. Most experiences show that

individuals in this group do not believe in the educational system, are skeptical

in relation to the students and tend to drop out of actualization programs,

when they, voluntarily or not, engage in them. Paradoxically, those teachers

that belong in this category are either very conscious or very naive in political

terms, but the fact is that only structural and professional conditions define to

a large extent their attitudes and beliefs, reflecting in negative teaching

practices and their consequent behavior in the classroom

(Sacristan, 2016, Leite, 2014). Teachers belonging to group (a) are

sensitive to training programs, because those attitudes are closely related to

the lack of some specific teaching competence. If pre-/in-service teaching

programs are to be successful providing such competencies, then teachers

would likely either not show negative attitudes or would modify them as

required.

Group (b) presents a challenge for the in-service course. Teachers in this group

are generally mature and have good teaching ideas and beliefs, together with

unsystematic practices. These teachers need refreshing for competence

rebuilding, so their attitudes may be modified by the appropriate in-service

programs which take into consideration these favorable conditions. The

existence of group (b) indicates the necessity to pay more attention to pre-

service teacher’s education (Elia, 2013).

As pointed out by Krasilchik (2016), pedagogical practices of the pre-service

courses do not modify significantly pedagogical practices in primary and

secondary schools. Ryu (2014) conducted a survey among Japanese teachers,

about their opinion of the pre-service educational programs they had at the

university in preparation for their future professional performance. The

majority of the teachers indicated that the pre-service teachers' programs

(courses, procedures and models) were, at best, of some use to prepare them

for teaching.

On the other hand, it is necessary to pay attention to what the in-service

programs have to offer. Most of them run pilot courses, didactic materials are

constantly reinvented, and financial support is mainly temporary, depending

on funds and projects. On the positive side it can be mentioned that they

provide teachers with new approaches and methods, present current literature

and educational technologies and lead the teachers to reflect upon their

practices. More efficient models of in-service programs involve cooperative

research in the classroom (see, for example Carvalho and Gil -Pérez, 2013).

As already stated in the introduction we do not believe in drastic changes and

universal recipes. Effective actions to solve the problem of teachers'

inadequacies are relative to given contexts and begin by the professional

recognition of the teacher. One basic aspect to improve classroom practice is

simple: to allow the teacher to identify and reflect about the aspects in their

practice that need change. Teachers should be directly involved in defining

priorities about what are their real problems and able to select appropriate

solutions.

(Tobin, 2013, Hewson and Hewson, 2014). It is easy to establish objectives and

policies in education but the implementation of real change teaching strategies

in order to put into practice contemporary school reform involves high risks for

the teachers and financial costs for the schools

Implementation of the Curriculum-

. Curriculum implementation includes the provision of organized assistance to

staff in order to ensure that the newly developed curriculum and the most

powerful instructional strategies are actually delivered at the classroom level.

There are two components of any implementation effort that must be present to

The word curriculum steams from the Latin verb Carrere, which means

to run. The Latin noun curriculum refers to both a 'Course' and a 'Vehicle'

(Mckernan, 2013).
 In the context of education, the most obvious interpretation of the word

is to view it as a course of 'Learning'. 

Therefore, the word ‘Curriculum' means different things to different

people. To some, curriculum is the textbooks used in the course. To others it

means daily actions taken by the teachers and the students in the classroom

for learning achievement. To some others it is the content of instruction (Kelly,

2014). 

Moreover, it is a set of skills targeted for instruction and also assessed

for instruction. In this sense, curriculum does not refer to the materials

(textbooks, information material, lab materials) utilized and does not refers to

the education tools and methods used by teachers to achieve the instructional

targets i.e. Curriculum as defined in this fashion, curriculum is simply the list

of skills that we wish our students to learn (Null, 2011)

Production of Instructional Materials –

Well, we all know that Teachers at all levels utilize a variety of

instructional materials such as textbooks, presentations and handouts to

enhance the quality of their lessons. The quality of those materials directly

impacts the quality of teaching. Knowing how to find the best instructional

materials is a valuable skill for a teacher to have.

 Teaching is a total package; it is true that teacher is the best

instructional material because teacher is the one who manage the classroom.

As the saying goes “you are the captain of your mind and the master of your

soul” teacher is the captain of the classroom because of molding the minds of

the students to become competent and independent individuals when it comes

to excellence. Master of the classroom because of proving good feedback and

developing the potential of the students through nurturing their minds for the

possibilities in life. Using strategies or techniques that are varied to make

teaching effective and meaningful is also a big factor for the students so that

they can build confidence and have mastery of the subject matter. Learning

materials are important because they can significantly increase student

achievement by supporting student learning. ... This process aids in the

learning process by allowing the student to explore the knowledge

independently as well as providing repetition. Jun 15, 2016. Instructional

materials include items such as: kits, textbooks, magazines, newspapers,

pictures, recording videos etc. Instructional materials play a very important

role in the teaching and learning process. It. enhances the memory level of the

students. Oct 29, 2015. There are many kinds of instructional materials, but

some of the most used ones are traditional resources, graphic organizers, and

teacher-made resources. Traditional resources include textbooks and

workbooks. ... Teacher-made resources are anything a teacher makes to use in

the classroom. Sep 25, 2015. Instructional Materials Educational resources

used to improve students' knowledge, abilities, and skills, to monitor their

assimilation of information, and to contribute to their overall development and

upbringing. Dec 5, 2015

School Learning Environment-,

Orlu (2015), assented that environment plays major role in the life of

every individual whether a students, teachers, employer or employee. Though

some people are yet to believe that environment brings about better

performance.

Udoh (2014) in his article "The Environmental Health Problems in

Nigeria Schools", to have identified some unhealthy practices in our schools.

These include sitting of schools, inadequate facilities, and poor ventilation and

lack of teachers training on classroom management which hinders qualitative

academic performance in schools.

Academic performance of a student. Academic performance of a student

is always associated with many components of learning environment with the

views of Bosque and Dore (2018), within which learning happens. ),

Rohana et al (2017), highlighted that the functions of a learning

environment can be quoted as “Teacher component’s role in providing

something between loose guidance and direct instruction.

As equally opined by Sandberg, J. A. (2013), learners in supportive

environments have high levels of self-efficacy and self-motivation and use

learning as a primary transformative force. It can be a human agent (present

or distant), an intelligent agent, and instructions like some text books provided

for effective teaching learning experience. Environment remains an important

area that should be studied and well managed to enhance students’ academic

performance. Environment remains an important area that should be studied

and well managed to enhance students’ academic performance. Learning

Environment relies on computer-supported Systems such as a Learning

management system, a combination of various educational technologies

(including at least one communication module). Takes place in both structured

and unstructured environments. With particular emphasis on structured

environment the paramount question asked by Sandberg is whether every

learner has been assured of an environment that is both physically and

psychosocially enabling to their learning and thus conducive to improving the

quality of education and learning effectiveness.

Toby (2015) highlighted that it is extremely difficult to come to firm

conclusions about the impact of learning environments on academic

performance because of the multi-faceted nature of environments and the

subsequent diverse and disconnected nature of the research literature. In his

opinion, the empirical research that exists on the impacts of environment on

teaching and learning tends to focus much more upon some elements (for

example, noise) and to fail to synthesize understandings (for example the

implications of noise and temperature research tend to conflict). Cultural and

geographical differences also highlight the importance of sensitivity to context.

For these reasons it is very difficult to make judgments about which areas are

‘worth’ focusing on. There is clear evidence that extremes of environmental

elements (for example, poor ventilation or excessive noise) have negative effects
on students and teachers and that improving these elements has significant

benefits. However, once school environments come up to minimum standards,

the evidence of effect is less clear-cut. Our evaluation suggests that the nature

of the improvements made in schools may have less to do with the specific

element chosen for change than with how the process of change is managed.

There appears to be a strong link between effective engagement with staff,

students and other users of school buildings and the success of environmental

change in having an impact on behavior, well-being or attainment.

The ownership of innovation, in contrast to the externally imposed solution,

appears to tap directly into motivational aspects which are key factors in

maximizing the impact of change. Changing the environment is ‘worth doing’ if

it is done as a design proces School Improvement Plan

The School Improvement Plan (SIP) is a roadmap that lays down specific

interventions that a school, with the help of the community and other

stakeholders, will undertake within a period of three consecutive school years.

It is a comprehensive plan created by an individual public school that focuses

on ensuring the academic success of all students.

Pinnelas (2015) the purpose of a school and or district improvement

problem-solving and planning process throughout the year

Classroom Improvement –

The Classroom Improvement Plan sets standards for the 48 general-

purpose classrooms located on campus, of which 18 have been renovated, to

ensure modern, flexible and effective environments for teaching and

 learning. The renovated classrooms are designed to support new methods of

pedagogy, such as problem-based active learning, and access to the rich

array of available technological resources. In 2003, the Classroom

Improvement Committee was formed, with a charge to develop and

implement a prioritized plan to modernize each of the College’s general

classrooms. Initiated by Information Services, this faculty-chaired committee

is composed of faculty, staff and one student. The committee engaged

Ellenzweig Associates (Cambridge, MA) to work with the committee, Physical

Facilities, and the campus community to develop the plan, which was

completed and implemented in 2004. The Classroom Improvement Plan

includes recommendations for room layouts and seating, furniture,

classroom media, room design, acoustics, lighting, power and data, and

accessibility considerations. A method for prioritizing renovations was

developed, and the College began renovating classrooms through funding

from grants and donors. The plan has helped guide other projects, such as

the recently renovated Science Center at New London Hall. The Classroom

Improvement Committee provides a forum for discussions on new

technologies for inclusion in classrooms, such as interactive whiteboards,

and the continued prioritization of room renovations.

Partnership with stake holders

The motives for stakeholder involvement

The motives for participation management can broadly be classified into

two ;the first might be label humanistic or democratic (koopman and

Wierdsman 2018,Essentially, the rationale argues that people have the right to

participate in decision that affect their life. It assumes that individual have the

ability, or least the potential , to participate intelligently.

The second major kinds of rationale has been labeled pragmatic or human

relation (o’hair & Reitzug,2015).It suggest that participatory management is an

instrumental ways to achieve productivity, efficiency, or other valued

organizational goals. In addition and in specific reference to educational

settings ,Duke & Gansneder, 2017 repot that during tha past three decades,

the rationale for principles to increase teachers’ involvement in school decision

making has range from the pragmatic arguments that educational innovation

is unlikely to succeed without teachers’ support the Philosophical view that

teachers have a right to be involved, regardless of the outcome.

 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This portion of the study indicates the research design, research

instrument, respondents of the study, data gathering procedure and statistical

tool used.

The Research Design

The researcher used descriptive survey utilizing correlational

method of research. The descriptive survey is a fact finding study with

adequate and accurate interpretation. It is used to collect demographic data

about the people’s behavior, practices, intentions, beliefs, attitudes, opinions,

judgements, interest , perceptions and the like and then such data are

analyzed, organized and interpreted. (Calderon and Gonzales, 2019). The data

being gathered extensively all about the school learning environment and
teachers performance This data were taken from survey questionnaire which

were made for further analysis.

Respondents of the Study

The respondents of the study were the 90 teachers in Kulaman

District I, Division of Sultan Kudarat. The Total Complete Enumeration

was used to determine the total number of respondents.

Locale of the Study

The study will be conducted to the twenty-one (21) schools Kulaman

District I, Senator Ninoy Aquino, Sultan Kudarat. The following are the schools

Tamangan Elementary School, Kisaday Elementary School, Kuden Elementary

School, Buenaflores Elementary School, Kulaman Central Elementary School,

Tinalon Elementary School, Kadi Elementary School, Midtungok Integrated

School, Bugso Elementary School, Sewod Elementary school

The Research Instrument

To determine the School Learning Environment and Teacher Performance

in the Division of Sultan Kudarat for the School Year 2018-2019, the

researcher made use of a survey questionnaire.

The questionnaire contained questions that dealt on the school learning

environment and teacher performance A Likert scale using 3.46 – 4.00 Highly
Evident; 2.46 – 3.45 Evident; 1.46 – 2.45 Less Evident 1.00 – 1.45 Least

Evident was used.

Validity and Reliability of the Research Instrument

The second part of the research instrument is a researcher’s made

questionnaire. After the questionnaire was formulated and have it check by the

panel of experts such as the adviser, master teachers, principal and SKCI

panel, the researcher will distribute it to 10 teachers not respondents of the

study. To test the validity and reliability of the questionnaire. The answered

questionnaire will be tested using Gattman Split-Half Coefficient Method of

Reliability and SPSS software which resulted to 987. Hence, the research

questionnaire was declared valid and reliable

Data Gathering Procedure

The researcher will ask permission from the Schools Division

Superintendent of Sultan Kudarat to conduct this study. After his approval,

the researcher likewise had to seek the permission of the District Supervisors,

the school heads to allow her to gather the needed data. After doing so, the

researcher will distribute the questionnaires to the respondents personally.

After its distribution, the researcher will retrieve and check all the items

if properly answered. Then tabulation and analysis were processed through the

use of Microsoft Excel for quick and accurate result. It was run by a computer

using the Statistical Package for Social Sciences (SSPS).

 The data was presented in Table after it was analyzed and interpreted

using the processing techniques.

Statistical Treatment

For analysis and interpretation of this study, the following statistical

tools are identified: Weighted Mean using central limit theorem and Pearson

Product Moment of Correlation in finding the school learning environment and

teachers’ performance.

CHAPTER VI

PRESENTATION, ANALYSIS AND INTERPRETATION DATA

This chapter present the analysis and interpretation of the data gathered in

this study.

Table 1
 School Improvement Plan

Indicator Mean Interpretation

1. Renovate the classroom for the conducive

4.00 Highly Evident
learning process of the teachers and pupils.

2. School have beautiful physical appearance. 3.98 Highly Evident

3. School provide the school facilities of the

4.00 Highly Evident
classroom needed for the learning process.

4. School heads sending teachers to the

seminars for professional growth and 4.00 Highly Evident

development.

5. School head support the school activities

specially for the betterment of the school 3.99 Highly Evident

programs.

Overall Mean 3.99 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

 1.00-1.45 Least Evident

Table 1. Shows the School Improvement Plan the overall mean 3.93

which being interpreted as highly evident that the teachers and school head

are helping each other for the good of the school and pupils. The teachers

make their classroom in and out beautiful and conducive with the complete

facilities. The school head supports all the activities of his/her teachers and

students and sending all the teachers to the seminars for their professional

growth and development.

Other indicators: Renovate the classroom for the conducive learning

process of the teacher and pupils (4.00); School have beautiful physical

appearance (3.98); School provide the facilities of the classroom needed for the

learning process (4.00); School head sending teachers to the seminars for

professional growth and development (4.00); and School head support the

school activities specially for the betterment of the school programs (3.99). All

have different means but interpreted as highly evident.

Table 2

Classroom Improvement

Indicator Mean Interpretation

1. Children feel comfortable in a classroom 3.97 Highly Evident

 arrangement.

2. Tables and chairs are easy to move for

3.96 Highly Evident
collaborative work for the children.

3. Classroom conducive for learning. 3.98 Highly Evident

4. Classroom has reading corner or mini library. 3.96 Highly Evident

5. Classroom is organize and free from

3.97 Highly Evident
hazardous.

6. Classroom is decorated with plants. 3.90 Highly Evident

7. Uses effective examples and illustration. 3.99 Highly Evident

8. Classroom is well ventilated. 3.97 Highly Evident

Overall Mean 3.95 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 2 shows the classroom improvement. The overall means 3.95

which is being interpreted as highly evident that the teachers improved his/her

classroom for the students so that they will be interested to learn.

 Other indicators : Children feel comfortable in classroom arrangement

(3.97); Tables and chairs are easy to move for the collaborative work for the

children (3.96); Classroom conducive for learning (3.98); Classroom has

reading corner or mini library (3.96); Classroom is organized and free from

hazardous (3.97); Classroom is decorated with plants (3.90) Uses effective

examples and illustration (3.99); and Classroom is well ventilated (3.97).All

indicators have different means and interpreted as highly evident. In this table

shows that the schools need a comfortable, conducive, organized and well

ventilated for the benefits of the learners and teachers

Table 3

Implementation of the Curriculum

Indicator Mean Interpretation

1. Teacher accurate and up-to-date information. 3.88 Highly Evident

 2. Coordinates learning content with. 3.94 Highly Evident

3. Follows prescribed curriculum. 3.98 Highly Evident

4. Chooses activities relevant and appropriate to

3.89 Highly Evident
the student’s activities.

5. Chooses activities relevant to the curriculum. 3.97 Highly Evident

6. Present learning content in a logical sequential

3.96 Highly Evident
order.

7. Uses effective examples and illustration. 4.00 Highly Evident

8. Demonstrates flexibility in planning. 3.98 Highly Evident

Overall Mean 3.94 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 3 shows implementation of the curriculum, the overall mean of

3.94, interpreted as highly evident reveals that curriculum fits to the level and

ability of the pupils.

Other indicators indicate: Teacher accurate and up-to-date information

(3.88): Chooses activities relevant and appropriate to the student’s activities

(3.89); Coordinates learning content with (3.94); Present learning content in a

logical sequential order.(3.96); Chooses activities relevant to the curriculum

(3.97) Chooses activities relevant to the curriculum, and Demonstrates

flexibility in planning (3.98);Uses effective examples and illustration (4.00). ).All

indicators have high means and interpreted as highly evident. The teachers are

following the Deped memos and order and they have a strategies and

methodologies in order to deliver their lesson very well

Table 4

Partnership with Stakeholders

Indicator Mean Interpretation

1. Parents support the implementation of school

3.83 Highly Evident
curriculum.
 2. Parents monitor the behavior and social
3.87 Highly Evident
development of their children.

3. Stakeholders are actively participating in

3.93 Highly Evident
school activities.

4. Community support all schools activities. 3.83 Highly Evident

5. Stakeholders help the school especially in

3.80 Highly Evident
physical improvement of the school.

6. Stakeholders established a plan together with

3.80 Highly Evident
the faculty and staffs.

7. Stakeholders initiate activities for their

3.80 Highly Evident
children’s program.

8. Stakeholders filling the gap between their

children and the school administration by 3.79 Highly Evident

resources which are not available in school.

Overall Mean 3.83 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

 Table 4 shows partnership with stakeholders. The overall means 3.83

which is being interpreted as highly evident which means stakeholders support

the school in all program and activities to show their concern, love their

children and also to the school.

The other indicators indicate: Parents support the implementation of

school curriculum (3.83); Parents monitor the behavior and social development

of their children (3.87); Stakeholder are actively participating in school

activities (3.93); Community support all school activities (3.83); Stakeholders

help the school specially in physical improvement of the school (3.80);

Stakeholder established a plan together with the faculty and staff; Stakeholder

initiate activities for their children’s program and Stakeholder filling the gap

between their children and the school administration by resources which are

not available in school which have the same interpreted mean (3.80).All

indicators have high means and interpreted as highly evident. In this table

shows that the stake holder has a strong support to all the activities in school

and give assistance to the school for the benefits of everybody.

Table 5

Teacher Participation in School

Indicator Mean Interpretation

1. Teachers participates in all school activities. 4.00 Highly Evident

2. Willing to spend time and for the school 3.90 Highly Evident
 activities.

3. Teachers are eager to participate in all

3.92 Highly Evident
programs in school.

4. Teachers involved in activities to have a good

3.82 Highly Evident
partnership with the stakeholders.

5. Teacher get involved in activities in order to

learn more and pass the knowledge to the 3.84 Highly Evident

learners.

6. Teacher get involved in activities with

3.99 Highly Evident
enthusiasms.

7. Teacher learned more in participating in all

3.98 Highly Evident
activities in school.

8. Teacher gain self confidence in involving in

4.00 Highly Evident
school activities.

Overall Mean 3.93 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

 Table 5. Shows the Teachers Participation in School. The overall means

(3.93) which is being interpreted as highly evident. The teacher’s participation

is very important to get them involved in school and community activities.

Other indicators: Teachers participates in all school activities (4.00);

Willing to spend time and for the school activities (3.90); Teachers are eager to

participate in all programs in school (3.92); Teachers involved in activities to

have a good partnership with the stakeholder (3.82); teacher get involved in

activities in order to learn more and pass the knowledge to the learners (3.84);

Teacher get involved in activities with enthusiasms (3.99);Teacher learned more

in participating in all activities in school (3.98);Teacher gain self confidence in

involving in school activities (4.00).

Table 6

Teachers Attitude

Indicator Mean Interpretation

1. Teacher has always in attendance. 4.00 Highly Evident

2. Teacher absence lower student achievement. 3.90 Highly Evident

 3. Teacher attendance led to higher level of

chronic absence among students. 3.92 Highly Evident

4. Teacher absence gives low quality of

education. 3.82 Highly Evident

5. Teacher’s attendance is directly related to the

academic outcomes of the pupils. 3.84 Highly Evident

6. Teacher absence makes the class week. 3.99 Highly Evident

7. Teacher absence led to the children loss of

interest going to school. 3.98 Highly Evident

8. Teacher absence led to the pupil’s loss of

interest going to school and led to transfer to

other school. 4.00 Highly Evident

Overall Mean 3.93 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

 Table 6 shows the Teachers Attitude. The overall means (3.93) which is

being interpreted as highly evident. The teacher attitude has a great impact to

the willingness of the pupils to learn. Knowledgeable, loving, and concerns

teachers are the main reason why children love and eager to go to school.

The other indicate: Teachers are ready to teach their subject(4.00);

Teacher come to school regularly and punctuality(3.90); Teacher show deep

interest in teaching their subjects (3.92); Teacher teach to solve the problem

and make sound decision (3.82); Teacher teach complex topic that involve

reasoning (3.84); Teacher strive towards making learning easier for the

students (3.99); Teacher don’t know to teach other subject except his/her

major(3.98); and Teacher teach children method they like(4.00).

Table 7

Production of the Instructional Materials.

Indicator Mean Interpretation

1. Support students learning and increase

4.00 Highly Evident
student improvements.
 2. Increase student’s achievements. 4.00 Highly Evident

3. Help teacher deliver lesson easily. 4.00 Highly Evident

4. Gets the interest of the pupils to learn. 4.00 Highly Evident

5. Provides valuable routine in a classroom. 4.00 Highly Evident

6. Make the pupils participative in the lesson. 4.00 Highly Evident

7. Help teachers get the attention of the pupils. 4.00 Highly Evident

8. Motivates the pupils to engage in the lesson. 4.00 Highly Evident

Overall Mean 4.00 Highly Evident

Scale Mean Interpretation

3.46-4.00 Highly Evident

2.46-3.45 Evident

1.46-2.45 Less Evident

1.00-1.45 Least Evident

Table 7. Shows the production of materials. The overall means 4.00

which is being interpreted as highly evident. Production of material is a big

help to the teachers in delivering her/his lesson. The pupils are actively

participating inside the classroom.

Other indicators: Support students learning and increase student

improvements; Increase student’s achievement. Help teacher to deliver lesson

easily; Gets the interest of the pupils to learn; Provides valuable routine in a

classroom; Make the pupils participative in the lesson; Help teachers get the

attention of the pupils; Motivates the pupils to engaged in the lesson; Make the

learning process easy understand specially reading and comprehension the

mean are 4.00 highly evident and with different means.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This section of the research paper covers the presentation of the

summary of findings based from the specific research questions, the

conclusion made out of the findings of the study and the recommendation.
 Summary of the Study

The study aimed to determine the school learning environment and

teachers performance in the Division of Sultan Kudarat . Specifically, this

study sought to answer the following questions: [Link] what extent is the School

learning environment in terms of: a .School improvement Plan (SIP) b.

Classroom Improvement c .Implementation of the Curriculum .Partnership

with the stakeholders [Link] what extent is the teacher’s performance in terms

of:

a. Teachers participation b. Attendance c. Teachers attitudes d. Production of

Instructional materials [Link] there a significant relationship between the School

learning environment and teacher performance?

The researcher used descriptive survey utilizing correlational method of

research. The descriptive survey is a fact finding study with adequate and

accurate interpretation. It is used to collect demographic data about the

people’s behavior, practices, intentions, beliefs, attitudes, opinions,

judgements, interest , perceptions and the like and then such data are

analyzed, organized and interpreted. (Calderon and Gonzales, 2019). The data

being gathered extensively all about the school learning environment and

teachers performance. This data were taken from survey questionnaire which

were made for further analysis.

The respondents of the study were the 90 teachers in Kulaman District I,

Division of Sultan Kudarat. The total complete enumeration was used to

determine the total number of respondents.

 The study will be conducted to the twenty-one (21) schools Kulaman

District I, Senator Ninoy Aquino, Sultan Kudarat.

Major Findings

Based from the specific statement of the problems posed in the

first portion of this study, the summary of findings was enumerated as

follows:

1. The School Improvement Plan has the overall mean 3.93 which is

being interpreted as highly evident, that the teachers and school head are

helping each other for the good of the school and pupils.

2. On classroom improvement. The overall mean 3.95 which is being

interpreted as highly evident, that the teachers improved his/her classroom for

the students so that they will be interested to learn.

3. On the implementation of the curriculum, the overall mean of 3.94,

interpreted as highly evident reveals that curriculum fits to the level and ability

of the pupils.

4. On partnership with stakeholders. The overall mean 3.83 which is

being interpreted as highly evident which means stakeholders support the

school in all program and activities to show their concern, love for children and

to the school.

5. On the Teachers Participation. The overall mean (3.93) which is

being interpreted as highly evident. The teacher’s participation is very

important to get them involved in school and community activities.

 6. On the Teachers Attitude. The overall mean (3.93) which is being

interpreted as highly evident. The teacher attitude has a great impact to the

willingness of the pupils to learn. Knowledgeable, loving, and concerns

teachers are the main reason why children love and eager to go to school.

7. About the production of materials. The overall mean 4.00 which is

being interpreted as highly evident. Production of materials is a help the

teachers in delivering her/his lesson every day. The pupils are actively

participating inside the classroom.

Conclusion

From the major findings of this study, the conclusion stated that the

School learning environment really has the big role in teaching the

pupils. With the SIP of the school heads which is their basis in improving and

developing their school, while teachers are using different curriculum for each

subjects that fits to the level and the age of the pupils. Teachers and parents

are helping one another for the improvement of the school so that pupils will be
interested to go to school. Another reason why pupils are eager to learn

because the teacher is using colorful instructional materials during teaching

learning process.

Recommendations

On the basis of the summary of findings and conclusion of this study,

the following recommendations are formulated:

1. School heads should update their SIP yearly

2. Curriculum should be sub-task so that it will be easy for the teacher

to use it

[Link] should change their instructional materials weekly to update

based on the content and unit to be taught

4. Parents should be encouraging more to take part in school improvement

and join in school activities

5. Teacher should also cooperate with community activities

6. Teachers should always all the time prepared of the colorful and new

instructional materials to be use in teaching.

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APPENDIX A
 Letter to the Schools Division Superintendent

September 3, 2019

The Schools Division Superintendent

Division of Sultan Kudarat
Kenram, Isulan, Sultan Kudarat

Madam:

Greetings of peace!

I would like to ask permission from your good office to conduct study
from your division to comply the requirement for the Degree of Master of Arts
in Education, Major in Educational Administration and Supervision at Shariff
Kabunsuan College, Inc., Graduate Studies, Parang, Maguindanao.

The title of my study is “School Learning Environment and Teachers

Performance in the Division of Sultan Kudarat. ”

I really do anticipate for your kind consideration and approval regarding

the aforementioned request.

Very truly yours,

(Sgd.)REYMON R. LAMONTE
Researcher

Approved:

(Sgd.)RUTH L. ESTACIO, Ph.D., CESO VI

OIC,Schools Division Superintendent

APPENDIX B
 Letter to the District Supervisor

September 3, 2019

ANNABELEN AMPULIER
District Supervisor
Kulaman District I
Senator Ninoy Aquino, Sultan Kudarat

Madam:

Greetings of peace!

I would like to ask permission from your good office to conduct study
from your school to comply the requirement for the Degree of Master of Arts in
Education, Major in Educational Administration and Supervision at Shariff
Kabunsuan College, Inc., Graduate Studies, Parang, Maguindanao.

The title of my study is “School Learning Environment and Teachers

Performance in the Division of Sultan Kudarat.”

I really do anticipate for your kind consideration and approval regarding

the aforementioned request.

Very truly yours,

((Sgd.)REYMON R. LAMONTE
Researcher

Approved:

ANNABELEN AMPULIER
District Supervisor

CURRICULUM VITAE
PERSONAL DATA

Name : REYMON ROTELO LAMONTE

Date of birth : JUNE 3, 1983

Place of birth : BAGUMBAYAN, SULTAN KUDARAT

Age : 36 YRS. OLD

Weight : 90 KLS.

Gender : MALE

Citizenship : FILIPINO

Tribe : ILONGGO

EDUCATIONAL BACKGROUND

Elementary : DORIN ELEMENTARY SCHOOL

Secondary : BAGUMBAYAN NATIONAL HIGH SCHOOL

Tertiary : SENATOR NINOY AQUINO COLLEGE FOUNDATION

Graduate School : Shariff Kabunsuan College, Inc.

Sarmiento, Parang, Maguindanao

Course : M.A. in Educational Management

Teaching Experience: JANUARY 5, 2009 – PRESENT, DEPEd

KULAMAN 1.

.
Kulaman District 1 Map