References

Barrios-Fabian, M. 2004. Case Study of Zamboanga City (Forced Migration

Area). Philippine Institute for Development Studies.

Bukhari, Syed Abdul. (2021). Sample Size Determination Using Krejcie and
Morgan Table. 10.13140/RG.2.2.11445.19687.

Cervone, Daniel. (2023). Theory and Application in Personality Science: The

Case of Social-cognitive Theory. Psychology and Developing Societies.
10.1177/09713336231178366.

Espinosa (2023) [Link]

86th-year-as-chartered-city

[Link]

Garcia (2023) [Link]

Glaser and Strauss (2017) Retrieve from DOI: 10.4324/9780203793206

Kapur, Shikha. (2015). Andragogy: The Adult Learning Theory. Indian

Journal of Adult Education. 76. 50-60.

Martínez-Sánchez, Alina & Salmon, Jack. (2022). An Approach to Cultural

Competence Education into the Pharmacy Curriculum: Glances from the
Cuban Framework. Education Research International. Article ID 1160945.
10.1155/2022/1160945.

Moll (2014) [Link]

Ideas/dp/0415899494?asin=0415899494&revisionId=&format=4&depth=1

Sanmalan, R. (2023) [Link]

Williams (2017) [Link]

Zydney, Janet & Hai-Jew, Shalin & Renninger, K. & List, Alexandra & Hardy,
Ilonca & Koerber, Susanne & Lattal, Kennon & Seel, Norbert M. & Farrell,
Joan & Fretwell, Heather & Reiss, Neele & Pezzulo, Giovanni & Butz, Martin
& Marshall, Sandra & Lee, JungMi & Kesteren, Marlieke & Rijpkema, Mark &
Ruiter, Dirk & Fernández, Guillén & Blumschein, Patrick. (2012). Social-
Constructivist Learning Theory. 10.1007/978-1-4419-1428-6_5787.
 APPENDIX – A
INTERVIEW GUIDE SCHEDULE

This schedule is designed to help gather in-depth information from faculty

members about their academic preparation and pedagogical practices. The

questions are open-ended to encourage thoughtful responses:

Interview Schedule: Enhancing Pedagogical Practices

Introduction:

1. Welcome and introduction of the interviewer (RESEARCHER). (sample

transcript below).

Good [morning/afternoon/evening] and thank you for participating in this

research interview. My name is Mrs. Rhea L. Mendoza, and I am the

researcher conducting the study titled "Enhancing Pedagogical Practices:

Evaluating the Academic Preparation of Filipino Language Faculty in Senior

High Schools of Zamboanga City." Before we begin, I'd like to express my

sincere gratitude for your willingness to share your insights and experiences

with us. Your input is invaluable and will contribute significantly to the

advancement of our understanding in this field.

I want to assure you that this interview is entirely confidential, and any

information you provide will be used solely for research purposes. Your
 identity and responses will remain anonymous, and the data will be

handled with the utmost care and professionalism.

Additionally, if you have any questions or concerns during the interview or

would like to pause or clarify anything, please feel free to do so at any time.

Your comfort and participation are of the utmost importance.

Today, we will be discussing various aspects related to your academic

preparation and pedagogical practices as a Filipino language faculty

member. I will be asking a series of open-ended questions, and I encourage

you to share your thoughts and experiences candidly.

Before we begin with the questions, I would kindly request your consent to

record this interview for accurate transcription and analysis purposes. If you

are comfortable with this, please let me know. If not, I can take detailed notes

instead.

Once again, thank you for your participation and contribution to this

research. Let's begin.

2. Explanation of the study's purpose and confidentiality assurance.

(sample transcript below).

Interviewer (Researcher): To provide you with a clear understanding of the

study's purpose and to reassure you about confidentiality, allow me to

explain:

Purpose of the Study: The study titled "Enhancing Pedagogical Practices:

Evaluating the Academic Preparation of Filipino Language Faculty in Senior

High Schools of Zamboanga City" aims to gain insights into the academic

preparation and pedagogical practices of Filipino language faculty members

in senior high schools within Zamboanga City. Our objective is to explore the

experiences, perspectives, and valuable expertise of faculty members like

yourself in order to enhance the quality of language education in the region.

Confidentiality Assurance: Your participation in this interview is entirely

voluntary, and I want to emphasize that all information you share with us will

remain strictly confidential. We will not disclose your identity, and your

responses will be used solely for research purposes. Any data collected will

be stored securely and will only be accessible to authorized personnel

involved in the research.

 Your privacy and comfort are of paramount importance to us. If you have any

concerns about confidentiality or any questions about the study's objectives,

please do not hesitate to let me know. We are committed to ensuring that

your participation is both meaningful and secure.

With that said, I want to sincerely thank you for your participation and for

helping us advance our understanding in this field. Your valuable insights will

contribute to the betterment of language education in Zamboanga City. Now,

if you are ready, we can proceed with the interview.

3. Request for consent to record the interview. (sample transcript below).

Interviewer (Researcher): Before we begin, I would like to kindly request your

consent to record this interview. The purpose of recording is to ensure that I

accurately capture and transcribe our conversation for analysis and research

purposes. Your consent to record this interview is entirely voluntary, and you

have the right to decline if you are not comfortable with it. Please understand

that if you choose not to be recorded, I will take detailed notes during the

interview instead, and your participation will still be invaluable to our

research.
 The recording will be handled with the utmost care, and it will only be

accessible to authorized personnel involved in the research. Your identity

and the content of the interview will remain confidential, as previously

mentioned.

May I kindly request your consent to proceed with the recording of this

interview? If you have any questions or concerns about this process, please

feel free to let me know. Your comfort and participation are our top priorities.

START OF INTERVIEW QUESTIONS BY SECTION

Section 1: Personal and Professional Background

1. Can you please provide some background information about yourself, such

as your name, academic qualifications, and years of teaching experience in

Filipino language?

2. What motivated you to pursue a career in teaching Filipino language at the

senior high school level?

Section 2: Academic Preparation 3. Could you describe your academic

qualifications and degrees obtained, including any specialized training

or certifications related to teaching?

4. How do you believe your academic background has contributed to your

teaching methods and practices?

5. Have you engaged in any continuous professional development or additional

training in the field of language teaching? If so, please share your

experiences and their impact on your teaching.

Section 3: Pedagogical Practices 6. What teaching methods and

strategies do you typically employ when teaching Filipino language at

the senior high school level?

7. Can you provide examples of specific classroom activities or assignments

you use to enhance students' language proficiency and cultural awareness?

8. How do you assess the effectiveness of your teaching methods and adjust

them to meet the diverse needs of your students?

9. Are there any challenges or obstacles you face in implementing your

pedagogical practices? How do you address them?

Section 4: Integration of Technology and Resources 10. Do you

incorporate technology or digital resources into your teaching? If so,

how and to what extent?

11. What resources, such as textbooks, online materials, or cultural artifacts, do

you find valuable in your teaching of Filipino language and culture?

Section 5: Suggestions for Enhancing Pedagogical Practices 12. In

your opinion, what measures or initiatives could be taken to enhance

 the pedagogical practices of Filipino language faculty members in

Zamboanga City's senior high schools?

13. Are there specific areas of professional development or support that you

believe would be beneficial for faculty members to improve their teaching

methods?

Section 6: Closing Remarks 14. Is there anything else you would like to

share or any additional insights you have regarding the academic

preparation and pedagogical practices of Filipino language faculty?

Closing: (SAMPLE TRANSCRIPT)

 Thank the participant for their time and valuable insights.

 Clarify any follow-up actions, if necessary.

 Reiterate the confidentiality of the interview.

To adapt this interview schedule as needed the researcher will align the

specific research goals and objectives of the study as need Additionally, the

researcher will consider conducting pilot interviews to refine the questions

and ensure clarity before conducting formal interviews (as per advisers’

approval).

APPENDIX – B
 LONGKIAO-CANUBAS ADAPTED QUESTIONNAIRE

Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY
COLLEGE OF EDUCATION
University Town, Musuan, Maramag, Bukidnon

PROFESSIONAL DEVELOPMENT, INSTRUCTIONAL MATERIALS AND

PEDAGOGY ON THE PERFORMANCE OF FILIPINO LANGUAGE
TEACHERS

SURVEY QUESTIONNAIRE FOR TEACHERS

School:_______________________________________ District:
_____________________________
Division: ______________________________________ Undergraduate
Course__________________

Dear Filipino Language Teachers,

Thank you so much for the time and cooperation you shared in answering fully this
questionnaire. My success as a Doctor of Philosophy in Educational Administration student is
made possible by your participation in this survey. Rest assured that all answers will be treated
confidentially and for research purposes only. It will be used solely for the improvement of
Educational Administration all throughout Region X.
Sincerely yours,
Charissa A. Longkiao-Canubas
Researcher

PART I. BACKGROUND INFORMATION

These questions are about you, your education, being a Filipino

Language teacher in the department, and their former career. In responding
to the questions, please mark the appropriate box.

1. What is your gender?

􀂆 Female

􀂆 Male

2. How old are you?

􀂆 Under 25
 􀂆 25-29

􀂆 30–39

􀂆 40-49

􀂆 50-59

􀂆 60+

3. Marital Status

􀂆 Single

􀂆 Married

􀂆 Widow/Widower

􀂆 Divorced/Annulled

4. What is the highest level of formal education that you have

completed?
Please mark one choice.
􀂆 Bachelor’s Degree

􀂆 MA Holder

􀂆PhD Holder
􀂆 with MA Unit

􀂆with PhD. Unit

5. What is your employment status as an employee?

􀂆 Full-time

􀂆 Part-time

􀂆 Probationary

􀂆Others;Please specify: _______________

6. How long have you been working as a Filipino Language Teacher in
this department?
Where possible exclude extended periods of absence (e.g. career breaks).
This is my
􀂆0-11th month

􀂆First year

􀂆Second year

Part II. Professional Development

Direction: Please read each item carefully. Encircle the number that
corresponds to your answer. Do not hesitate to answer honestly and take
your time in answering every question.

Legend: 5-Strongly Agree

4-Agree

3-Nuetral

2-Disagree

1-Strongly Disagree
A. Training/Seminar attended 1 2 3 4 5
As a teacher I….
1. participate in seminars, workshops and trainings 1 2 3 4 5
related to my work.
2. take graduate courses to help improve my 1 2 3 4 5
professional ability
3. avail scholarship opportunities and other grants 1 2 3 4 5
relative to my professional growth.
4. subscribe journal and magazines related to my 1 2 3 4 5
work
5. actively involve myself as member of various 1 2 3 4 5
professional organizations.
6. discuss with my colleagues the recent trends and 1 2 3 4 5
practices of school administrators.
7. attend forums, conferences, lectures and symposia 1 2 3 4 5
8. contribute articles to local and other publications to 1 2 3 4 5
improve my expertise.
 9. keep on professional correspondence from other 1 2 3 4 5
parts of the globe to keep me informed of the latest
trends and development in the educational system
B. Self-Efficacy
As a teacher, I
1. can influence the decisions made in the school 1 2 3 4 5
2. can express views freely on important school 1 2 3 4 5
matters
3. can influence the teachers size in the school 1 2 3 4 5
4. can get through the most difficult teachers 1 2 3 4 5
5. can provide myself with equipment I need 1 2 3 4 5
C. Advanced Degree 1 2 3 4 5
1. interested in continuing academic development 1 2 3 4 5
offered by the department.
2. professional development updates my professional 1 2 3 4 5
knowledge
3. division office offers professional development for 1 2 3 4 5
teachers.

Part III. Instructional Materials

Legend:

5- Always 4- Frequent 3- Sometimes 2- Seldom 1- Never

A. Selection of Teaching Materials
1. Knows good materials exist, but it is difficult and 1 2 3 4 5
time consuming to find the best one for students.
2. Uses varied and available community resources 1 2 3 4 5
(human, materials) to support learning
3. Uses community as a laboratory for teaching 1 2 3 4 5
and learning
4. Does not have any challenge in selecting 1 2 3 4 5
instructional materials
5. Enables to finds materials would serve students 1 2 3 4 5
well but do not have the resources to purchase
them
6. Finds materials that should theoretically meet the1 2 3 4 5
needs but belief they are poor quality
B. Utilization of Teaching Materials
1. Gets recommendation from other teachers 1 2 3 4 5
2. Uses the materials require by the district/school 1 2 3 4 5
to use
3. Chooses from a list of district/school approved 1 2 3 4 5
materials.
4. Chooses whichever materials the teacher wants 1 2 3 4 5
according to the curriculum guide.
5. Chooses from a list of learner’s resource 1 2 3 4 5
materials development system (LRMDS)
recommended materials.
6. Modifies from a list of LRMDS recommended 1 2 3 4 5
 materials.
7. Chooses and modifies from a list approved 1 2 3 4 5
instructional materials.
8. Indigenizes instructional materials and 1 2 3 4 5
procedures to maximize instructional time.
9. Selects, prepares, and utilizes available 1 2 3 4 5
technology and other instructional materials
appropriate to the learners and the learning
objectives.
10. Provides appropriate learning task, portfolio and1 2 3 4 5
projects that support development of good study
habits.
11. Contextualizes instructional materials to 1 2 3 4 5
manage remediation activities.
12. Localizes instruction for the learners to connect 1 2 3 4 5
with their own experiences.
C. The Teacher uses various types teaching
materials like
1. Other printed supplemental materials (e.g. 1 2 3 4 5
novels, dictionaries)
2. Improvised materials the teacher makes on 1 2 3 4 5
his/her own.
3. Supplemental materials from the internet bundled1 2 3 4 5
from the curriculum guide.
4. Specified literacy intervention materials anchored1 2 3 4 5
by the Department of Education.
5. Utilized online programs and activities. 1 2 3 4 5
6. Uses Offline software (e.g., programs installed 1 2 3 4 5
locally on a particular computer)
7. Creates own instructional materials to improve 1 2 3 4 5
performance based on feedback from mentors,
learners, peers, superiors and others.
8. Uses audio-visual materials to enhance the 1 2 3 4 5
reading ability of the students (e.g., read-aloud
strategies, interactive reading strategies).
9. Equipment or hardware available for learners to 1 2 3 4 5
use at all times (resourcefulness of the teacher).
10. Spends much instruction on the latest 1 2 3 4 5
technology to enhance learner’s ability.

Part IV. Pedagogy

Legend: Never-1 Rarely- 2 Sometimes- 3 Always-4

A. Differentiated Instruction 1 2 3 4
1. Scaffolds my lessons for students. 1 2 3 4
2. Provides adequate amounts of support to move students from one level of 1 2 3 4
understanding to a higher level.
3. Level assignments and homework to align with the students’ levels of Filipino 1 2 3 4
language acquisition.
4. Knows the levels of Filipino Language Proficiency of students in all domains of 1 2 3 4
comprehension (e.g. measures, listening, speaking, reading and writing).
5. Deliberately tailor instruction based on students ‘identified level of Filipino 1 2 3 4
language acquisition.
B. Sheltering Instruction
1. Models skills and strategies for students during lessons. 1 2 3 4
2. Provides prompts and cues in how to use strategies, skills, and concepts (e.g. 1 2 3 4
guided practice, steps and procedures).
3. Facilitates students understanding in both Filipino language and content during 1 2 3 4
lessons by comprehensible input (e.g., gestures, realia, visuals, photos, pictures
and drawings, etc,).
2. Provides opportunities for students to demonstrate comprehension 1 2 3 4
(e.g. pointing, short answers, listing, labelling).
3. encourages students to elaborate on responses (e.g. prompts 1 2 3 4
students to expand short answers; to provide more information; to give
more complete responses).
4. Provides opportunities for children to listen to various forms of 1 2 3 4
appropriately levelled input (e.g. oral, storytelling, songs and chants).
5. Provides time for students to demonstrate what they understand on 1 2 3 4
their own
( e.g. written or drawn responses).
D. Modification of Instruction/Teacher Responsiveness
1. Understands how to assess the content the student knows versus 1 2 3 4
what they can communicate (orally, reading, writing) in Filipino.
2. Modifies instruction for students as needed during the lesson (e.g., 1 2 3 4
breaking down task into smaller/simpler components, modifying
assessments to promote success; providing specializing instruction).
3. Provides extra instruction, practice or review for students having 1 2 3 4
difficulty with the task at hand.
E. Student-Centered Instruction 1 2 3 4
1. Select and incorporate student responses, ideas examples and 1 2 3 4
experiences into lessons.
2. Strategically uses students’ native language to help students 1 2 3 4
understand content.
3. Uses strategies to assess and activate student background 1 2 3 4
knowledge.
4. Exposes students to different genres across all areas of instruction 1 2 3 4
(e.g. reading text, music, and written work).

PART V. Teachers’ Performance

Direction: Rate yourself based on the accomplishment of targets or objectives. Check the box of your
response.

1-Poor 2-Unsatisfactory 3-Satisfactory 4-Very Satisfactory 5-Outstanding

KRA 1: Teaching Learning Process 1 2 3 4 5

1 Prepared and submitted complete, neat, accurate lesson plans/logs
following the learning competencies and time budget per daily.
2 Delivered effective teaching learning strategies with appropriate
instructional materials and references daily.
3 Maintained classroom discipline and cleanliness and monitored
attendance within the period
KRA 2; Learning Outcome
1 Updated school forms and class records daily
2 Attained 75% MPS or more in all learning areas every quarter.
3 Achieved high promotion rate in subjects handled at the end of the
school year
KRA 3: Community Involvement
1 Organized and maintained functional HRPTA
2 Conducted HRPTA and Consultations to report student's progress
within a school year
3 Participated in community activities and civic affairs wth
stakeholders' involvement
KRA 4: Professional Growth and Development
1 Attended curricular trainings and related activities in a year
2 Crafted /Conducted Innovations/ Action Research/ Published Works
approved by the higher office.
3 Obtained post graduate programs (acquired units in MA/PhD/EdD)
or CertIficate for attending
KRA 5: Special Tasks/Plus Factor
1 Performed as resource Speakers in Related Trainings/Seminars
2 Served as committee chairman in various activities
3 Attendance: Reported to the workplace on time regularly;
participated in the required activities related to my core functions on
time.
 16

Legend:

PERFOR- Teacher Performance

TLP- Teaching Learning Processes

PO-Pupil’s Outcome

CI- Community Involvement

PGD-Professional Growth and Development

ST/PF-Special Task/Plus Factor

PROFDEV-Professional Development
TSA- Trainings/Seminars Attended
SE- Self-Efficacy
ADDE- Advanced Degree

IM- Instructional Materials

STM- Selection of Teaching Materials
UTM-Utilization of Teaching Materials
VTTM- Various Types of Teaching Materials

PEDA- PEDAGOGY
DI- Differentiated Instruction
SI- Sheltering Instruction
RELI- Receptive and expressive Language Instruction
MITR-Modification of instruction/teacher responsiveness

SCI- Student-centered instruction

 17

APPENDIX – C

CONSENT FOR THE USE OF ADAPTED QUESTIONNAIRE

Rhea L. Mendoza
Hb Homes, Tumaga, Zamboanga City
[Link]@[Link]
09364279438
September 06, 2023

Charissa Aranco Longkiao-Canubas, Ph.D

Central Mindanao University
Musuan, Maramag, Bukidnon Philippines

Dear Dr. Canubas,

I hope this letter finds you well. I am writing to request your permission to adopt and
utilize your instrument on your research about Professional Development,
Instructional Materials, and Pedagogy on the Performance of Filipino Language
Teachers for my research project, titled "Academic Preparation of Filipino
Language Faculty in Senior High Schools in Zamboanga City: It’s Influence to the
Faculty Pedagogy Practices." Your INSTRUMENT is renowned for its exceptional
capabilities and is crucial for the success of my research.

My research aims to survey the academic preparations of the Filipino Language

Teacher that influences their pedagogy practices. I believe that your instrument's
precision and reliability will significantly contribute to the quality and accuracy of my
study's outcomes.

I assure you that I will handle your instrument with the utmost care and responsibility. I
am committed to adhering to all relevant guidelines and regulations governing the use
of such instruments. Additionally, I will cover any maintenance or calibration costs
required during the research period.

I understand that granting permission to use your instrument is a significant decision,

and I genuinely appreciate your consideration of my request. If you require any
additional information about my research project, my credentials, or any other details to
facilitate your decision-making process, please do not hesitate to contact me at
09364279438 or [Link]@[Link]. I would be more than happy to provide any
necessary information.
 18

Once again, thank you for considering my request. I eagerly await your response and
hope for a positive outcome. Your support would be invaluable in advancing the
progress of my research.

Sincerely, Approved:

Rhea L. Mendoza CHARISSA LONGKIAO-CANUBAS

Sept. 7, 2023 Professor, Language Education Department

College of Education
Central Mindanao University
Instructor II, Ed.D Student
Western Mindanao State University
Zamboanga City, 7000