Dr. Gerry C. Catchillar

RELATIONSHIP BETWEEN ADMINISTRATORS’ AND TEACHERS’ KNOWLEDGE AND ATTITUDE TOWARD STUDENTS’ NATIONAL ACHIEVEMENT TEST PERFORMANCE

___________________ A Dissertation Presented to the Faculty of the Graduate School Philippine College of Health and Sciences, Inc. Manila _________________

In partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION Major in Educational Management

________________ by GERRY C. CATCHILLAR March 2009

ii

ABSTRACT

Title:

RELATIONSHIP BETWEEN ADMINISTRATORS’ AND TEACHERS’ KNOWLEDGE AND ATTITUDE TOWARD STUDENTS’ NATIONAL ACHIEVEMENT TEST PERFORMANCE

Researcher: GERRY C. CATCHILLAR Adviser:

FORTUNATO C. GABON JR, Ed. D.

Institution: Philippine College of Health Sciences, Inc. Degree: Doctor of Education Summary Statement of the Problem The purpose of this study is to determine the relationship of teachers’ and administrators’ knowledge and attitudes toward the level of student performance in the 2008 National Achievement Test (NAT). Specifically, this study tried to answer the following questions: 1. To what extent do these administrators and teachers possess the following: 1.1. knowledge towards NAT 1.2. attitudes toward NAT

iii

2. What is the level of student performance in the 2008 NAT? 3. Is there a significant difference between the administrators’ and

teachers’ knowledge and attitudes towards NAT? 4. Is there a significant relationship between student performance and

the administrators’ and teachers’ knowledge and attitude towards NAT? Hypotheses 1. There is no significant difference between administrators’ and

teachers’ knowledge on National Achievement Test (NAT). 2. There is no significant relationship between the student performance

and the administrators’ and teachers’ knowledge and attitudes towards NAT. Findings 1. Knowledge and Attitude Towards NAT 1.1 . The seventeen items designed to assess attitude toward NAT,

there were fifteen items for administrators that were rated strongly agree (with an average weighted mean of 4.66) whereas all items for teachers were rated agree (with an average weighted mean of

iv

4.24), hence, it maybe inferred from this data that it seems the administrators have more positive outlook

towards NAT than

teachers. 1.2. The data revealed that the administrators demonstrated a higher level of knowledge towards NAT based on the weighted average mean of 4.86 compared to teachers with an average weighted mean of 4.20; hence, it maybe inferred from these findings that the administrators are more knowledgeable than teachers. 2. Based on the MPS obtained by the eight public secondary schools in

the 2008 NAT at the Division of Parañaque City, there was one considered as high performing, three average and four low performing schools. 3. When the attitudes of the administrators and teachers towards NAT

were compared, the computed t-value of the two groups of respondents yielded t (tc) = 6.1404 which is higher than the tabular value (tv) of 2.365 with 7 degrees of freedom at .05 level of significance. Hence, there is a significant difference between the perception of administrators and teachers as regards their attitudes

v

towards NAT. It implied that the two groups of respondents differ from their views and opinions probably because of their exposure to different learning situations and perhaps their responsibilities. 4. There is a high positive correlation between the level of performance

of students in NAT and The administrators’ and teachers’ knowledge and attitudes towards NAT as shown in Table as indicated by the computed r’s equal to 0.54, and 0.51, respectively. The statistical tests of the significance of the correlation coefficients of 0.54, and 0.51, respectively yielded t-values of

10.95 and 7.98. . Comparing

these computed values of t with the following tabular values of t equal to 2.576 at the .05 level of significance with 2 degrees of freedom supports the rejection of the null hypotheses. Conclusions Based on the foregoing findings, the following conclusions are hereby presented: 1. The administrators are more knowledgeable and more positive in attitude towards NAT than the teachers.

vi

2. There is a significant difference between administrators’ and teachers’

knowledge on National Achievement Test (NAT). 3. There is a significant relationship between the student performance

and the administrators’ and teachers’ knowledge and attitudes towards NAT. Recommendations: In the light of the findings and conclusions, the following are highly recommended: 1. Conferences and fora about NAT should be conducted in order to

enhance the knowledge and attitude of all DepEd officials especially the implementers. 2. School officials should exert more effort in order to raise their students’ performance level in the NAT. 3. Further research is necessary to determine if there is a link between

administrators’ and teachers’ knowledge and attitude to student performance. It should also be determined if administrator, or for that matter, teacher attitude drives student performance, or is a result of student performance.

vii

Implications go beyond the NAT. Similar relationships, if they exist, could impact other standardized tests. If one of our primary tasks as educators is to prepare students to maximize their talents, then we are obliged to do that in the most effective and efficient way possible. If there are as yet undetermined relationships between knowledge and attitude possessed by teachers and administrators and student performance, we should seek to discover them.

viii

TABLE OF CONTENTS Title Page

……………………………………………………

i

Approval Sheet ……………………………………………………

ii

Acknowledgement ………....……………………..……..………..

iii

Abstract . . . . . ……………………………….…….…………….

v

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

xi

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

xiv

List of Figures . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

xv

Chapter I. THE PROBLEM AND ITS BACKGROUND Introduction ……………………………….……………….

1

Theoretical Framework ……………….………….………..

6

Conceptual Framework ……………………………………

8

Statement of the Problem …………………….……………

10

Hypotheses ………………..…………………….…………

11

Significance of the Study …………………..…….………..

11

Scope and Delimitation ………………….……….………..

12

Definition of Terms …………………………….………….

13

ix

II. REVIEW OF RELATED LITERATURE AND STUDIES Foreign Literature ………………………………...………..

16

Local Literature …………………………………………….

35

Foreign Studies …………………………………………….

36

Local Studies …………………………………………….....

41

Synthesis ……………………………………………………

46

III. DESIGN AND METHODOLOGY Research Design ………………………...………………….

48

Locale and Population ……………………..……………….

49

Research Instrument ………………………………………..

51

Data Gathering Procedures …………………………………

52

Statistical Treatment ……………………..…..……………..

53

IV. RESULTS AND DISCUSSION Results and Discussion ……………………..………………

58

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary ……………..…………………………………….

67

Conclusions ……………………………………..………….

70

Recommendations ……………..…………………………..

71

x

BIBLIOGRAPHY .........................................................................

73

APPENDICES A. Research Instrument …………………………………….

76

B. Letter to the Schools Division Superintendent ………….

82

C. Endorsement Letter to the Principals ……………………

83

CURRICULUM VITAE ……………………………………………

84

xi

LIST OF TABLES TABLE

PAGE

1. Attitudes of the Administrators and Teachers towards NAT

59

2. Knowledge of the Administrators and Teachers

Towards NAT

60

3. Mean Percentage Scores of Students in the National Achievement Test by School

61

4. t-Test Distribution on The Attitudes of the Administrators and Teachers towards NAT

63

5. t-Test Distribution on Administrators’ and Teachers’

Knowledge towards NAT

64

6. Results of the Statistical Tests on Significant Relationships

65

xii

LIST OF FIGURES FIGURES 1. Conceptual Paradigm

PAGE 9