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GANI L. ABPI COLLEGE, INC.

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Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

CHAPTER I

INTRODUCTION

Background of the Study

In human society, the most basic job is education, and the

person who carries out this mission is a teacher. The work of a teacher

refers to any efforts that are made to guide, develop, and educate a

person. It is according to this definition that prophets are called

human teachers. Parents and other family members also have a

teacher role compared to the younger ones. But in naming the

different classes that have taken on the task of education, only one

group is called a teacher; that is, those who undertake the mission of

educating our children from childhood and primary education to youth

and higher education.

Job satisfaction plays an essential role in the overall

commitment and productivity of the school organization. The teachers’

job satisfaction significantly influenced their commitment to the

organization. Teachers who are satisfied with the job are also

committed to working in the organization. The more the employers are

satisfied with the job; the better their participation and commitment to

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the organization. The satisfied and happy feeling of the teachers

towards the organization affects the overall process of carrying their

job, thus, contributing to the school's success as a whole. Recent

studies (Frederick Herzberg) theorized that employee satisfaction has

two dimensions: “hygiene” and motivation. Hygiene issues, such as

salary and supervision, decrease employees’ dissatisfaction with the

work environment. Motivators, such as recognition and achievement,

make workers more productive, creative, and committed.

Any achievement or performance of an individual stems

always from motivation. Thus an administrator first of all should

stress keeping on top of what is happening with his or her

subordinates. Performance, in turn, is seen as heading to intrinsic and

extrinsic rewards, as tempered by what the individual sees as

equitable, which leads to satisfaction but performance also influences

equitable rewards.

Different authors theorized that human nature is based on

needs, whether consciously or subconsciously felt. An Administrator

gets things done with and through people. To be an effective

administrator, he must have an understanding of needs and

motivation. Motivation is the feeling or factor that drives a person

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toward achieving a particular objective. Stated differently, motivation

is what causes people to act, to perform, and to want to do something

but before a need will motivate, however it must be recognized as a

need. Kassen (2014) has said that recognized needs result in tension

and action designed to accomplish relief.

In the same vein contention, Vroom (2015) has another

approach to explaining motivation. He holds that people will be

motivated to do things to reach a goal if they believe in the worth of

that goal and if they can see that what they do will help them achieve

it.

Porter and Lamlu (2016) support such an idea by stating that

the amount of effort the strength of motivation and energy exerted

depends on the value of a reward plus the amount of energy a person

believes is required and the probability of receiving the reward. The

perceived effort and probability of actually getting a reward are in turn,

also influenced by the record of actual performance.

Statement of the Problem

Generally, this study aimed to determine the job satisfaction

and teaching practices of Islamic Studies and Arabic Language (ISAL)

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teachers in public elementary schools in Datu Piang, Maguindanao Del

Sur.

Specifically, this research study was designed to answer the

following questions:

1. What is the demographic profile of the ISAL teachers as respondents of

this study, in terms of:

1.1 age;

1.2 sex;

1.3 civil status; and,

1.4 highest educational attainment?

2. What is the level of job satisfaction of the respondents, in terms of:

2.1 management;

2.2 supervision;

2.3 co-workers;

2.4 communication; and,

2.5 salary?

3. What are the teaching practices of ISAL teachers in terms of:

3.1 instruction;

3.2 lesson planning;

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3.3 classroom management;

3.4 resource management;

3.5 assessment and evaluation; and,

3.6 technology integration?

4 What are the challenges encountered by the respondents as ISAL

teachers?

5 What are the suggestions and recommendations to improve the

performance of ISAL teachers?

THEORETICAL FRAMEWORK

This research was based on the theories by Herzberg, Maslow and.

Herzberg Motivation-hygiene theory explains the concept of job

enrichment describing employees’ role in planning performing, and

evaluating their work, thus providing employees the opportunity to

enhance their knowledge and skills (Schulz & Schulz 2015). According

to Maslow’s theory on job characteristics, employees strive to satisfy

their needs in a hierarchical order. An employee is motivated to work

to satisfy basic physiological needs for survival such as gaining

enough money to purchase food (Jex & Britt 2016).

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CONCEPTUAL FRAMEWORK

The figure below presents the conceptual framework of the

study. As shown, the independent variable is the job satisfaction of

ISAL teachers in terms of management, supervision, co-workers,

communication, and salary. The dependent variables are the teaching

practices in instruction, lesson planning, classroom management,

resource management, assessment and evaluation, and technology

integration.

Independent Variable Dependent Variable

JOB TEACHING PRACTICES

SATISFACTION
 Instruction
 Management  Lesson Planning
 Supervision  Classroom
 Co-workers Management
 Communication  Resource
 Salary Management
 Assessment and
Evaluation
 Technology
Integration

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Figure 1. The Conceptual Framework of the Study

Significance of the Study

The results of the study are significant in providing insights

into some aspects of the job satisfaction and teaching practices of ISAL

Teachers of Datu Piang Division I of Maguindanao Del Sur. The results

of this study may be used by school administrators in reviewing

policies and practices to motivate ISAL teachers and promote job

satisfaction and teaching practices. This will be the basis for planning

programs for teacher development that will lead to teacher professional

growth. Finally, this study is very important for the teachers to assess

their own job satisfaction and teaching practices that can become the

instrument for the attainment of quality education.

Scope and Limitation of the Study

This study was focused on determining the level of job

satisfaction and teaching practices of ISAL teachers of public

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elementary schools of Datu Piang, Maguindanao Del Sur. This study

involved thirty-eight (38) ISAL teachers as respondents. These teachers

were from the following schools such as Datu Gumbay Piang Central

Elementary School, Masigay Elementary School, Dado Elementary

School, Duamenanga Elementary School, Montay Elementary School,

Balanaken Primary School, Kalipapa Primary School, Ambadao

Primary School, Kanguan E. Uy Central Elementary School, Rena

Regiente Elementary school, Lintukan Elementary School, and

Damabalas Elementary School.

Definition of Terms

For a clearer understanding of the study, the following terms

are defined as they are operationally used in this study:

Age refers to the number of years of existence of the public elementary

school teachers who were chosen as respondents of this study.

Assessment refers to the identification of the researcher defined the

following terms as used in this study.

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Civil Status refers to the distinct option that describes the teachers of

Datu Piang District I in their relationship with a significant other. It

means being single or married.

Datu Piang District refers to the group of schools in the municipality

of Datu Piang, Maguindanao Del Sur Division under the Ministry of

Basic, Higher, and Technical Education (MBHTE) in Bangsamoro

Autonomous Region in Muslim Mindanao (BARMM).

Highest Educational Attainment refers to the highest educational

program completed by the ISAL teachers who were respondents of the

study. This can be a Bachelor’s Degree or Master's Degree.

Job Satisfaction refers to the motivation of teachers to exert their

effort in their teaching because of the salary wages and benefits they

receive.

Profile refers to the personal characteristics of the respondents.

Respondent refers to the teacher of Datu Piang, Maguindanao Del Sur

who is the source of the data of this study.

Management refers to a process of getting the work or task done that

is required for achieving the goals of an organization efficiently and

effectively.

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Co-workers refer to anyone working for the same educational

institution as you do.

Communication refers to listening, speaking, reading, and writing,

and one should know how to utilize this proficiently and effectively in a

school environment.

Salary refers to the gross salaries of teachers, recorded at different

times in their careers.

Supervision refers to a management process involving a teacher and a

supervising principal.

Instruction refers to the process of teaching and engaging students

with content.

Classroom refers to a specially designed space to teach the students

without any interruption.

Lesson Planning refers to the instructor’s road map of what students

need to learn and how it will be done effectively during class.

Classroom Management refers to an instructor's actions to create and

maintain a learning environment conducive to successful instruction.

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Resource Management refers to involves making a strategic plan for

organizing and using school resources.

Evaluation refers to feedback from the instructor to the student about

the student’s learning.

Technology Integration refers to the use of technology to enhance the

student learning experience.

CHAPTER II

REVIEW OF RELATED LITERATURE

This study presents a review of related literature and studies

that gave significant insight that helped in the development of this

study.

According to Martin (2014), the expository approach to

learning refers to the transmission of information from expert to

novice. In expository instruction “the teacher is the source and the

owner of knowledge. On the other hand, Tholkah & Bariz (2015) said

that teachers' roles and responsibilities in education are very heavy

and hard. Moreover, those the context of Islamic education--all aspects

of Islamic education are bonded to values, which view teachers not

only on the knowledge or material mastery, but also on the moral and

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spiritual investments aspired to be transformed towards the

establishment of the Islamic personality; teachers are obligated to

guide, train, and habituate learners to behave well. Therefore, their

existence is not only for teaching but also for practicing what of being

taught and Islamic education values.

Khan (2015) states that the method of teaching in religious

educational institutions is informal-intensive. Thus, it helps the

students gather a large amount of information on the subject but it

does not enable them to properly use this information on the subject

critically, rational, and analytical approaches are almost missing in

the classroom.

Wijaya, C. & Djadjuri, D. Rusyan A. (2020) stated that teachers

are people who are very influential in the teaching-learning process.

Therefore, teachers should bring their students to the objectives to be

achieved. Teachers must be able to influence their students. Teachers

must be visionary and authoritative. Authoritative teachers are those

having sincerity, power, and something that can give an impression

and influence. Also, teachers play important roles in improving school

effectiveness. Furthermore, Husain (2013) mentioned that

among the factors that disconnect students and teachers in the

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schools is due to poor teaching methodologies. Oftentimes, the most

popular methodology used in the teaching of Islamic education is

direct

Instruction that is oriented towards rote learning and factual

emphasis. In recent studies conducted in Malaysia, the results showed

that lecturing is the most popular teaching strategy in Islamic

education. Rahimi (2017) stressed that the methodology is attractive

and effective enough to lure students to learn Islamic values and

knowledge and hence internalize it in their daily lives. Where else in

fact, a variety of teaching methodologies has been employed in the

teaching of Islamic education since the time of the Prophet. Abdul

Fatah (2017) identified that the Prophet Muhammad (SAW) used forty

(40) different types of teaching methodologies in his effort to educate

Muslims. Furthermore, al-Syaibani Ahmad Yunus Kasim & Ab. Halim

Tamuri, (2018) states that teaching methods are guided activities

organized by teachers not only about the subject taught but also the

molding of students’ characters, the learning environment, and the

process of accumulating information, knowledge, interest attitude, and

values. The aims and objectives of education, and in this case Islamic

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education, could not be achieved successfully without effective

teaching strategies.

Arifin (2020) stated that teaching methodology is a path when

we make students understand the lesson taught to them. It is a plan

before a teacher enters a classroom to implement the lesson and to

achieve the goals. He added that the main elements in the

methodology of teaching; Apart from giving the people information and

knowledge; implementation and good teaching and changes of

patterns in learners’ lives as a basic aim of the teaching process;

teaching activity is a guided activity and it has several aspects aimed

at attaining the desired learning process; and the methodology of

teaching is a process.

Husain, Masood, and Khan (2021), stated that poor teaching

methodologies are among the factors that disconnect students and

teachers in the weekend Islamic school. The teaching methodologies of

Islamic education require comprehensive innovation because the

current advancement in educational sciences should not be separated

from the subject of Islamic education. Therefore, continuous

improvement in the Islamic education field especially in their teaching

methodology will provide a positive contribution to balancing the

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development of science in both spiritual and physical aspects, and

also worldly and hereafter aspects. However, Ismael (2022) believed

that maximizing the process of Islamic education needs the proper use

of teaching methodologies that help to facilitate students’

understanding of the value of Islam. Therefore, a teacher can be a

highly knowledgeable person but if he or she does not know how to

present knowledge and information, he or she may be seriously

deficient as a teacher. He also added that a teacher is only considered

a successful teacher if he or she can utilize more than one teaching

technique, style, or method.

Al-Meajal al-Sada (2014 in his study on the effectiveness of

Islamic curriculum, found that the teaching methods in Islamic

education were often poor and ineffective because the students are

made to feel that their teachers have not made the best use of their

opportunities. Ultimately this is because rote learning and teacher-

centered learning are widely used in the teaching of Islamic education.

Students were oftentimes required to play passive roles while the

teachers remained the central focus and active players. Similarly,

Arends et al (2018) stressed that learning of any subject cannot be

learned efficiently except if it is delivered in a particular way to avoid

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wasting effort and time. Therefore, every teacher must acquire

pedagogical knowledge about how to present, explain, and

demonstrate certain ideas in a particular subject matter. Nonetheless,

al-Na’miy (2019) supported that Islamic educational traditions have

shown that using various teaching methodologies is not peculiar to

early Muslims. Ibn-Khaldun strongly believed that for a good teaching

experience to occur, rarely heavily on the availability of good teaching

methodologies, which practical experiences are highly encouraged for

the impact to be greater.

Sadan (2020) said that the Prophet (SAW) himself diversified his

teaching methodologies when engaging with Muslims, which includes

conversation, lectures, and illustrations. Likewise, Keene (2018) stated

that the demonstration technique is one of the many teaching-learning

styles under the investigative or activity based. It is a method that can

improve learning through its diversity effect activity. It has the

prerequisite characteristics for individualized instruction and therefore

has high potential for making.

The teaching-learning process is challenging and rewarding.

There is a radical departure from the direct teaching model in which

the teacher engages students to learn. Students are encouraged to ask

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questions. In short, the student is viewed as an inquirer, a seeker of

information, and a problem-solver. These attributes are crucial to

problem-solving and are at the heart of the demonstration model of

teaching. Consequently, there is now a growing concern for the use of

demonstration techniques in teaching. However, Weaver and Cencil

(2020) stated that the most effective way to teach an occupational skill

is to demonstrate it. One of the two most essential teaching skills is

the ability to demonstrate; the other is the ability to explain. Both are

vital to the success of either an operation lesson or an information

lesson. Applied teaching Demonstration means any planned

performance of an occupation skill, scientific principle, or experiment.

On the other hand, Nowak, Watt, and Walther (2014), articulated and

presented evidence that the demonstration method is generally

effective in teaching sciences, mathematics, and mechanics as well as

subject areas within vocational and technical education. As stated by

Gokhale (2014), the professional success of a technologist is directly

related to his/her ability to transfer knowledge gained in the academic

environment to real-world situations. Much student learning occurs

through observing others. A demonstration provides the link between

"knowing about" and "being able to do." Research reveals that

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demonstrations are most effective when they are accurate when

learners can see clearly and understand what is going on, and when

brief explanations occur during the demonstration.

Classroom Management

Classroom management involves the strategies and techniques

teachers use to create a positive learning environment, maintain order, and

facilitate effective instruction. Here are some key components: Establishing

Clear Expectations: Teachers need to set clear rules and expectations for

behavior, academic performance, and classroom procedures. This provides

students with a framework for understanding what is expected of them.

Building Positive Relationships: Developing positive relationships with

students helps create a supportive and respectful classroom environment.

This involves showing genuine interest in students, being approachable, and

demonstrating empathy. Consistent Discipline: Consistency is key in

enforcing rules and consequences. Teachers should apply consequences

fairly and consistently, which helps students understand the boundaries and

expectations. Engaging Instruction: Keeping students engaged and interested

in learning can help prevent disruptions. Incorporating varied teaching

strategies, hands-on activities, and interactive lessons can help maintain

student focus. Classroom Layout and Organization: The physical layout of

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the classroom can impact student behavior. Teachers should arrange desks

or seating in a way that minimizes distractions and promotes a positive

learning environment. Positive Reinforcement: Recognizing and rewarding

positive behavior can motivate students to continue making good choices.

This can include verbal praise, stickers, or other incentives. Conflict

Resolution: Teachers should be prepared to address conflicts that arise in

the classroom calmly and respectfully. Teaching students conflict resolution

skills can empower them to resolve disputes independently. Flexibility: Being

adaptable and flexible in response to unexpected situations or challenges is

important for effective classroom management. Teachers should be prepared

to adjust their strategies as needed to meet the needs of their students. By

incorporating these strategies into their teaching practices, educators can

create a classroom environment where students feel safe, supported, and

motivated to learn.

Classroom management plays a vital role in the effective teaching-

learning process. Without proper classroom management, teachers cannot

achieve the determined objectives. Several research studies have been carried

out by various researchers on classroom management. Underwood (2015)

focuses on her book about the organizational aspects of teaching English. It

has recommended many useful devices to the teacher. It focuses on good

ways of organizing work in the classroom and useful guidelines on marking

the most of one’s time and resources. Smith and Laslett (2019) emphasize

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that good classroom management depends more upon teachers and children

working equitably together because they are confident together than upon

peremptory instruction and resigned obedience. The book concludes that

effective classroom management depends on the quality of support and

guidance within the school as well as the talent of the individual teacher.

Similarly, Bull and Solity (2016) have a book that is written for teachers in

initial training and for qualified teachers who seek to enhance their existing

practice is teacher-centered rather than child-centered. It is concerned with

the fact that a teacher's presentation and arrangement of learning activities

play an important role in encouraging appropriate behavior in their children.

On the other hand, Phyak (2019) conducted a study entitled, "How does a

teacher interact with students in an English classroom?" In this research, he

discussed the strategies used by teachers to interact with their students in

the classroom for effective classroom management. He found out that one of

the real problems in teaching English is the lack of interaction strategies

from both teachers and students sides. Likewise, Sharma (2015) conducted a

study entitled "ELT classless and instructional management". He focused in

his article to describe the common classroom setting and to record the

condition of classroom interaction. He found that English classrooms were

not encouraging for beginners. Even a trained teacher was not found sincere

in the importance of classroom setting and classroom interaction in learning.

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Thani (2016) studied the role of classroom management in effective

English language teaching. Physical and teaching aspects play the main role

in classroom management. She found that the concerned people related to

the teaching profession should pay attention to the role of classroom

management in language classrooms. Educational experts, teachers, and the

students themselves should be conscious of it. Neupane (2014) conducted a

study entitled “Problems in Teaching and Learning Speaking Skills”. In his

research, he aimed to identify the problems in teaching speaking skills and

to find out the causes of those problems. He concluded that less exposure

and motivation in English language learning, large numbers of students in

the classroom, less use of teaching aids and supporting materials, and

physical structure of the school hampered the students to learn speaking

skills properly. Dhungana (2014) conducted a study entitled “Classroom

Management in Teaching of Speaking Skill”. In his research, he aimed to

identify ways of managing classrooms to tackle the problems in teaching

speaking at the lower secondary level. He concluded that in the majority of

classes, the teachers used the native language most of the time as the

medium of instruction. In conclusion, all research shows about classroom

management. The research work deals with the problem of classroom

management at the primary level in ELT. Therefore, I realized the need for

the present research. I have focused on the problems of classroom

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management in public schools. The present work is a new attempt in the

exploration of above mentioned untouched.

Lesson Planning

Teachers may wonder “which way they ought to go” before they enter a

classroom (Richards and Renandya, 2018). This usually means that teachers

need to plan what they want to do in their classrooms. Most teachers engage

in yearly, term, unit, weekly, and daily lesson planning (Yinger, 2020). Yearly

and term planning usually involves listing the objectives for a particular

program. A unit plan is a series of related lessons around a specific theme

such as “The Family.” Planning daily lessons is the result of a complex

planning process that includes the yearly, term, and unit plans. A daily

lesson plan is a written description of how students will move toward

attaining specific objectives. It describes the teaching behavior that will

result in student learning. Everyone in the classroom – whether teacher,

teacher assistant, or language student – needs to learn about classes and

people, language patterns, language skills, combinations, literature, culture,

study skills, and other subjects to be able to teach them, or to refine their

understanding of them (Wood, 2019). Teachers need to learn how students

are thinking about something already so they can settle on the best starting

point and way to proceed. We also need to continue to refine our

understanding of what we teach and how we learn. Our learners can help us

to understand more about their language, literature, and culture if it is

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different from our own, as well as about their professions, interests, and

views on the world. Thus, part of the challenge in becoming better at a job is

getting to know the range of tools available, what they are called, how they

work, when and how to use them wisely, and how to look after them (Wood,

2018).

Resource Management

Human resource management is a tool used to utilize individuals to

achieve organizational goals (Silva & Lima, 2018; Boon et al., 2019). The

purpose of human resource management is to increase individual productive

contributions. In this case, human resources are assets that must be

managed carefully and in line with the needs of the organization. The

organization in question is education. Education has a very important role in

improving the quality of human resources (Rahmi, et al., 2020). Education

fully influences the economic growth of a nation. In improving the quality of

Indonesian people, the government does not use a system that is

independent of the private sector and the community. An inseparable

relationship in its role to improve equity and the quality of education. To

improve human resources in line has been done by the government. The goal

is to improve the quality of education related to the quality of schools that

are focused on output (Sumiati & Ahmad, 2021). The quality or quality of the

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school can be identified from the number of students who have

achievements, and the graduates who are relevant to the objectives. Students

who excel can be traced to school management, such as the profile of human

resources, learning resources, and the environment.

Assessment

First and foremost, assessment is important because it drives

students to learn (Brown 2020). Whether we like it or not, most students

tend to focus their energies on the best or most expeditious way to pass their

‘tests.’ Based on this knowledge, we can use our assessment strategies to

manipulate the kinds of learning that take place. For example, assessment

strategies that focus predominantly on the recall of knowledge will likely

promote superficial learning. On the other hand, if we choose assessment

strategies that demand critical thinking or creative problem-solving, we are

likely to realize a higher level of student performance or achievement. In

addition, good assessment can help students become more effective self-

directed learners (Darling Hammond, 2017). As indicated above, motivating

and directing learning is only one purpose of assessment. Well-designed

assessment strategies also play a critical role in educational decision-making

and are a vital component of ongoing quality improvement processes at the

lesson, course, and/or curriculum level.

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Buayan, Datu Piang, Maguindanao Del Sur

Technology Integration

The use and presence of technology in education is as old as the field

of education itself, beginning with more simple tools like chalk and slates

and progressing toward the more complex tools of personal computers and

their hardware and software components. These technological contributions

to the field of education are the result of passionate innovators and scholars

who have sought to enhance the educational system of the United States

(Hermans, Tondeur, van Braak, & Valcke, 2015). For this thesis project, we

will focus on the technological innovations that can be encompassed under

the umbrella of Information and Communication Technology (ICT).

Governmental Policy and History of ICT in Education Attempts to involve ICT

in the educational arena began with the invention of the personal computer

(Fazarinc, S. Divjak, Korošec, Holobar, M. Divjak, & Zazula, 2022). Fazarinc,

et. al. also point out that many subsequent inventions to make the personal

computer more user-friendly were spawned due to the desire to see the

computer put to use in educational settings. The first computers entered the

world of education during the 1970s (Keengwe, et. al., 2017b). During the

1980s, additional inventions that aided the use of personal computers also

entered the field of education (Keengwe, et. al., 2017). Finally, the Internet

came on the scene during the 1990s (Keengwe, et. al. 20178), further

securing the rise of the Information Age. Along with the increasing presence

of the Internet, other inventions in the field of ICT were being combined to

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increase the accessibility and usability of ICT for 16 educational purposes.

Teachers began using technology in additional ways both inside and outside

of the classroom (Bebell, et. al., 2015). Of note is the fact that while the

innovations of new ICT and their introduction to educational institutions

were in full swing, the integration of these technologies into the process of

learning was not observed in most of the nation‟s classrooms (U.S.

Department of Education, 2014).

Job Satisfaction

Job satisfaction is described as the feelings of employees

resulting from the assessment of their job. It can be positive, moderate

or negative. Edwards, et al(2014) defines job satisfaction as “an

evaluative judgment about the degree of pleasure an employee derives

from his or her job that consists of both the affective and cognitive

components”. Job satisfaction is “the attitude an employee has toward

his job”. (Aamodt, 2009) Moser and Galias (2018) highlighted that

employees’ abilities and opportunities aid in improving their

satisfaction with the job level. Herzberg, et al (2019) formulated the

two-factor theory of job satisfaction and postulated that satisfaction

and dissatisfaction were two separate and sometimes even unrelated

phenomena. Intrinsic factors named motivators’ (that is, factors

26
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intrinsic to the nature and experience of doing work) were found to be

job satisfiers’ and included achievement, recognition, work itself, and

responsibility. Extrinsic factors which they named hygiene factors

were found to be job dissatisfies and included company policy,

administration, supervision, salary, interpersonal relations, and

working conditions. Herzberg and Mausner’s Motivation-Hygiene

theory has dominated the study of the nature of job satisfaction and

formed a basis for the development of job satisfaction assessment.

Job satisfaction is the positive and negative feelings of an

employee towards his job or it is the amount of happiness connected

with the job. Therefore, job satisfaction is one of the most widely

researched topics in the field of organizational psychology. According

to Locked, job satisfaction is the positive and enjoyable feeling that

results from the evaluation of one’s job or job experience. When an

employee is satisfied, he will perform at his level best to achieve the

organization's objectives. Highly satisfied employees are usually

regular and punctual, more productive, more committed, and more

satisfied in their lives.

According to Newstrom (2017), “job satisfaction is a set of

favorable or unfavorable feelings and emotions with which employee

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view their work and the supervisors need to be alert about employee

job satisfaction level”. Job satisfaction refers to the feelings and

emotions of employees in an organization. It includes the behavior

patterns of people that can be favorable or unfavorable. The progress

of work is directly related to job satisfaction. If employees are not

satisfied with their jobs, the overall progress of the system is affected.

The administrators should periodically study the job satisfaction of the

employees and try to improve it by promoting human values and

dignity. The importance of job satisfaction in an education system is

much more vital than in other organizations. Education is not merely

the transfer of information but the overall development of human

personality. This can only be possible if teachers are satisfied with

their jobs. Quality education and human development are only

possible if the people involved in the system are satisfied with their

work.

There are two types of factors affecting job satisfaction

Situational characteristics and situational occurrence: these are

considered major factors of job satisfaction. Situational characteristics

are salary, supervisory practices, working environment, and

promotion, Whereas situational occurrences are either positive like

28
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extra vacation time, rewards, etc or negative like faulty equipment

(Quarstein, McAfee & Glassman, 2020). Another view is that job

satisfaction is a behavior that shows the satisfaction level of an

individual at their workplace (Griffin, 2019).

Teaching Practices

Effective, nurturing, and responsive teaching practices and

interaction are key for all learning in an early childhood setting. They

foster trust and emotional security; are communication and language-

rich; and promote critical thinking and problem-solving. They also

support social, emotional, behavioral, and language development;

provide supportive feedback for learning; and motivate continued

effort. Teaching practices and interactions are responsive to and build

on each child’s pattern of development and learning. They can be

measured by the classroom Assessment Scoring System (CLASS) and

other child interaction tools. This observation may then be used to

support professional development. Teaching practices also include

how schedules are routines are carried out, how settings are managed,

and how children’s challenging behaviors are addressed.

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Constructivism implies the notion that learners. The resources

master teachers use should be focused on encouraging, aiding, and

allowing the teachers and students to uncover the main principles on

their own. Communication between them, the students and teachers

is the key concept. This concept of instructional competence and

leadership skills of master teachers primarily work with delivering

effective classroom instruction, analyzing student data obtained

through their performance, conducting action research, giving

technical assistance, mentoring fellow teachers through INSETs, and

helping the implementation of the curriculum in their respective

schools are the main and duties which are stipulated in their

Individual Performance and Commitment Review form (IPCRF) (Bruner

2016)

These tools are practical to use, give preference to quality over

quantity, ensure teacher effectiveness, and motivate professional

growth and development. This set of RPMS tools was made by and for

the teachers, resolving the issues of teachers having difficulty coming

up with their IPCRF compiling irrelevant and voluminous MOVs, and

ensuring that their performance and practice of teaching are measured

in a standardized and objective manner. It is important to note that

30
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with the development of these tools, teachers shall no longer craft/

develop their own Individual Performance and Commitment Review

Form (IPCRF) given the developed RPMS tools in the Manual allowing

them to focus on teaching. It exists to check and monitor as well as to

balance the duty of the teacher, to see if the work is diligently and

efficiently done. So that it. In conclusion, the IPCRF is the notifying

factor for the teacher to exert more effort in teaching and in complying

with the standard and guidelines (DepEd, 20180).

Age

Abdulgane (2018), as cited by Saguira (2014), disclosed that age

is a period of human life, measured by years, usually marked by a

certain stage of degree of mental or physical development and

involving legal responsibility and capacity length of life or existence to

the time spoken of or referred to.

Gwenith Fisheret, al (2017) made a study on how age affects

performance. Using a within-subjects 2 x 3 x 2 experimental vignette

methodology across tree samples, the study examined the influence of

successful aging at work (successful and not successful), the age type

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of the job (young type of job, age-neutral, and old), and performance

pattern (younger or older) on performance ratings, promotion, layoff

decisions, recommendations for upgrade training, bonus money

administration, and organizational resource investment. Results

showed significant main effects for successful aging at work on

performance-based outcomes. Less consistent relationships were

found with job type and performance pattern. These results are

discussed in previous research on age-performance research

relationships, theoretical support, as well as implications for future

research people will live longer, obtain higher levels of education,

remain in the workforce longer, and retire later. In addition, multiple

generations work together. As the demographic composition of the

workforce population continues to become more diverse, it is

important to have a greater understanding of the challenges that age

diversity may bring to psychosocial variables at work and human

resource practices in the workplace. One such challenge is how

alternative conceptualizations and perceptions of age may influence

assessments of work performance and performance-based

organizational decisions.

32
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According to Landy (2015), age can influence perceptions

involved with human resource decisions. Additionally, it is important

to acknowledge that age biases may be mitigated by specific contextual

factors. One such context factor is the job or occupation that a person

holds. Like how people hold stereotypes about the ages of people, there

are stereotypes associated with the type of job a person works. The

age- type of a job is the perception that people hold regarding whether

the job typically is comprised of older individuals, and so on. The aged

type of job has been shown to influence performance evaluation, where

older workers are rated lower than younger workers when they occupy

young-type jobs Age indicates that a person is performing or behaving

highly on aspects of performance that are typically associated with a

younger or an older worker. Cleveland (2021) notably manipulated

performance patterns (i.e., typifying the performance of what usually is

expected from an older worker or young worker) and found an

interaction between that and job type. When the performance pattern

was inconsistent with the age type of the job, employees received lower

ratings than when it was consistent. In addition, participants with

young performance patterns working in 15 young jobs were more likely

33
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to receive more bonus money than those behaving with older patterns

of performance.

Sex

Wikipedia (2021) defines sex as a trait that determines an

individual reproductive function, male or female, in animals and

plants that propagate their species through sexual reproduction

involves the recombination of genes by meiosis followed by the

formation of specialized haploid cells known as gametes. According to

Fosson (2020), the influence of sex on performance has been

investigated in several studies with widely differing conclusions. Most

of the differences in reported findings are due to varying contexts such

as the subject of study and gender interaction.

The source of sex differences has long been a topic of heated

debate. Linda (2018) stressed that though tests of general intelligence

suggest overall differences between men and women, there are large

sex differences between men and women, and there are large sex

differences in scores of cognitive tasks.

34
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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design and the method

used in the study. It describes the source of data, locale, sampling

methods, research procedure undertaken, instrumental used,

validation process, and statistical treatment employed.

Research Design

This study used a descriptive method design. Part of the study

such as the level of satisfaction and the teaching practices of Islamic

and Arabic Language (ISAL) are presented descriptively.

Locale of the Study

This research was conducted in public elementary schools of

Datu Piang, Maguindanao Del Sur Division.

35
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Figure 2. The map of Datu Piang, Maguindanao Del Sur Division

Showing the Locale of the Study
Respondents of the Study

The respondents were the ISAL teachers in the twelve (12)

selected public elementary schools in Datu Piang, Maguindanao Del

Sur.

Table 1. The Respondents of the Study

Name of School Number of
Respondents
Datu Gumbay Piang Central Elementary 4
School
Masigay Elementary School 2

Dado Elementary School 6

Duaminanga Elementary School 4

Montay Elementary School 1

Balanaken Primary School 2

Kalipapa Primary School 1

Ambadao Primary School 2

Kanguan E. Uy Central Elementary School 7

Reina Regente Elementary School 3

Lintukan Elementary School 3

Damabalas Elementary School 3

36
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Total 38

As can be seen in the table, there is a total number of thirty-

eight (38) ISAL teachers who were chosen as respondents of the study

in public elementary schools in Datu Piang, Maguindanao Del Sur.

Data Gathering Instrument

This study utilized a research-made questionnaire as a means of

collecting data for the research. It has five (5) parts. Part I contains the

socio-demographic profile of the respondents, in terms of age, sex, civil

status, and highest educational attainment. Part II deals with job

satisfaction in terms of management, supervision, co-workers,

communication, and salary. Part III deals with the teaching practices

of the ISAL teachers in terms of instruction, lesson planning,

classroom management, resource management, assessment, and

evaluation. And technology integration. Part IV is on the challenges

encountered while Part V involves suggestions and recommendations

on how to improve the performance of ISAL education in Maguindanao

Del Sur.

37
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Data Gathering Procedure

Before the survey is conducted, consent from the Dean of

Graduate Studies, Gani L. Abpi Colleges, Incorporated is obtained.

Permission is likewise secured from the Maguindanao Del Sur School

Division Superintendent, District Supervisor, and School

Heads/Principal to allow the ISAL teachers to participate in the study.

The purpose of the study and the mechanics of the survey are properly

explained to the respondents as well as to their school heads.

Statistical Treatment

After the researcher had gathered the needed data, the

statistical tools used were:

1. Frequency and percentage are used to determine the profile of the

teachers as respondents and TJQS rating.

Formula:

P=(f/N)*100

Where: P = Percentage

f = frequency

N = Total number of respondent

38
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100= constant

2. The mean is used to determine the common experiences of teachers of

Datu Piang, Maguindanao Del Sur related to job satisfaction in the

teaching practices of the respondents.

WM=TP/N

Where:

WM= weighted mean

TP= total weighted points

N= the total number of respondents

3. Likert Scale

5 - Very Satisfied
4 - Satisfied
3 - Neither Satisfied nor Dissatisfied
2 - Dissatisfied
1 - Very Dissatisfied

39
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CHAPTER IV

PRESENTED, ANALYSIS, AND INTERPRETATION OF DATA

This chapter consists of tabular presentations and

discussions of the results, analyses, and interpretations of the data

collected during the conduct of the study.

The data of this study were based on the responses of the

thirty-eight (38) ISAL teachers in public elementary schools in Datu

Piang Maguindanao Del Sur. Data were tabulated, graphed,

analyzed, and presented in figures and tables.

The Teachers’ Profile

Figures 1 to 7 present in tables and graphical manners the

profile of the respondents of the study, in terms of age, sex, civil

status, and highest educational attainment.

Age Profile

Figure 1 below illustrates the age distribution of the ISAL

teachers in public elementary schools in Datu Piang Maguindanao

Del Sur. The ages of the respondents were categorized into six (6)

brackets, namely: 19 years old below, 20 to 25 years old, 26 to 30

40
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years old, 31 to 35 years old, 36 to 40 years old, and 41 years old

and above.

18%

5%

58% 11%

5%
3%

19& Up 20-25 26-30 31-35 36-40 41& up

Figure 1. Pie Chart of the Age Profile of the Respondents

As indicated in the figure, fifty-eight percent (58%) or more

than one-half (½) of the respondents have ages ranging from 41

years old and above while eighteen percent (18%) or more than one-

fourth (¼) of them were 19 years old below. In addition, eleven

percent (11) or less than one-fourth (¼) of them were 26 to 30 years

old. On the other hand, five percent (5%) or less than (1/8) of them

were the same 20 to 25 years old and 31 to 35 to 35 years old while

three percent (3%), the smallest percentage were 36 to 40 years old.

This distribution suggests that most of the respondents belong to

their prime age which is 41 years old and above. This implies most

41
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of the Islamic and Arabic Language teachers in public elementary

schools in Datu Piang, Maguindanao Del Sur are in their prime

years this SY 2023-2024.

Sex Profile

Figure 2 below presents the sex distribution of the Islamic

and Arabic Language teachers in public elementary schools in Datu

Piang Maguindanao Del Sur. The respondents are categorized into

male and female.

Sex

Female
39%

Male
61%

Male Female

Figure 2. Pie Chart of the Sex Profile of the Respondents

The pie chart shows the sex classification of the ISAL

teachers as respondents of the study. As shown, sixty-one percent

(61%) of the respondents were males while thirty-nine (39%) were

females.

42
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This reveals that the majority of the respondents were males.

This implies that ISAL teachers in Datu Piang, Maguindanao Del

Sur were dominated by males.

Civil Status

Figure 3 below shows the civil status distribution of the ISAL

teachers in public elementary schools in Datu Piang, Maguindanao

Del Sur. The civil status of the respondents was categorized into

three (3), namely: single, married, and separated.

Civil Status
Separated Single
8% 3%

Married
89%

Single Married Separated

Figure 3. Pie Chart of the Civil Status of the Respondents

As indicated in the figure, eighty-nine percent (89%) or more

than three-fourths (¾) of the respondents were married, eight

percent (8%) or less than (¼) were separated, and three percent

(3%) or less than (1/8) were single.

43
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This implies that the ISAL teachers in public elementary

schools in Datu Piang, Maguindanao Del Sur were dominated by

married teachers. This further indicates that the classroom

teaching and learning process of the ISAL basic education sector is

dominated by married teachers.

Highest Educational Attainment

Figure 4 below illustrates the highest educational attainment

distribution of the ISAL teachers in public elementary schools in

Datu Piang, Maguindanao Del Sur. The highest educational

attainment of the respondents was categorized into four (4)

brackets, namely: Arabic, Shariah, Tarbiyah, and Dawah.

Arabic
11%
Dawah
24% Shariah
5%

Tarbiyah
Arabic Shariah Tarbiyah Dawah

Figure 4. Pie Chart of the Educational Attainment of Islamic

and
Arabic Language Teachers

44
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As indicated in the figure, sixty-one percent (61%) or more

than (2/3) of the respondents have the highest educational

attainment of Tarbiyah while twenty-four percent (24%), or more

than (¼) had taken Dawah. On the other hand, eleven percent

(11%) or (¼) of them had an Arabic education while five percent

(5%) or less than (1/8) of them had Shariah. Data reveal that the

majority of the respondents were Tarbiyah holders which is also the

basic requirement for an individual to become an ISAL teacher.

Level of Job Satisfaction

Tables 5 to 9 illustrate the level of job satisfaction of the ISAL

teachers in public elementary schools in Datu Piang, Maguindanao

Del Sur. The level of job satisfaction of the respondents was

categorized into (6) brackets, namely: management, supervision, co-

workers, communication, and salary.

Level of Job Satisfaction in Terms of Management

Table 5 presents the level of job satisfaction of the ISAL

teachers in terms of management.

45
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Table 5. Level of Job Satisfaction of ISAL Teachers in Terms

of Management
Indicators Mean Interpretation
1. There is effective communication between 3.74 Satisfied
the management and ISAL teachers.

2. I am satisfied with the level of support 3.74 Satisfied

and guidance provided by the
management.

3. The management provides a conducive 3.61 Satisfied

and respectful work environment for ISAL
teachers.

4. I am satisfied with the management 3.63 Satisfied

decision-making process regarding
curriculum and teaching materials.

5. I am satisfied with the management's 3.39 Neither

recognition and appreciation of the efforts Satisfied nor
and contributions of ISAL teachers. Dissatisfied
________________________________
Mean 3.62 Satisfied
__________________________________________________________________
Legend: Mean Adjectival Meaning
4.51-5.00 Very Satisfied
3.51-4.50 Satisfied
2.51-3.50 Neither Satisfied nor Dissatisfied
1.51-2.50 Dissatisfied
1.00-1.50 Very Dissatisfied

Table 5 shows that the ISAL teachers were satisfied with the

communication between the management and ISAL teachers as

revealed by the mean of 3.74, which can be described as “Satisfied”.

They were also satisfied with the level of support and guidance

provided by the management as shown by the equal mean of 3.74

which can also be described as “Satisfied”. The same level of

satisfaction was observed when the management provided a

conducive and respectful work environment for ISAL teachers and

with the management decision-making process regarding

46
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curriculum and teaching materials as revealed by the means of 3.63

and 3.61, respectively. However, the ISAL teachers were neither

satisfied nor dissatisfied with the management's recognition and

appreciation of their efforts and contributions as revealed by the

mean of 3.39, which can be described as “neither satisfied nor

dissatisfied”.

These results show good management can produce quality

education, making easy and continuous improvement. By

implementing these management strategies, teachers can create a

supportive and engaging learning environment that fosters student

success and growth.

Level of Job Satisfaction in Terms of Supervision

Table 6 presents the job satisfaction of ISAL teachers in terms

of supervision in public elementary schools in Datu Piang,

Maguindanao Del Sur.

47
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Table 6. Level of Job Satisfaction of ISAL Teachers in Terms of

Supervision
Indicators Mean

Interpretation

1. I am satisfied with the frequency and 3.71 Satisfied

quality of supervision provided by the
immediate supervisor.

2. I am satisfied with the level of support 3.50 Neither

and guidance provided by the Satisfied nor
Dissatisfied
immediate supervisor.

3. There is an observe effective feedback 3.42 Neither

and constructive criticism provided by Satisfied nor
Dissatisfied
the immediate supervisor.

4. I am satisfied with the level of trust 3.71 Satisfied

and professionalism displayed by my
co-workers.

5. There is an observed availability and 3.47 Neither

accessibility of an immediate Satisfied nor
Dissatisfied
supervisor for addressing concerns and
queries.
_________________________________
Mean 3.56 Satisfied
__________________________________________________________________
Legend:
Mean Adjectival Meaning
4.51-5.00 Very Satisfied
3.51-4.50 Satisfied
2.51-3.50 Neither Satisfied nor Dissatisfied
1.51-2.50 Dissatisfied
1.00-1.50 Very Dissatisfied
Shown in Table 6 is the level of job satisfaction of the ISAL

teachers in terms of supervision in public elementary schools in

48
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Datu Piang, Maguindanao Del Sur. Data reveal that there are two

equal highest mean of (3.71) rated as “Satisfied”. This means that

they are satisfied with the frequency and quality of supervision

provided by their immediate supervisor and with the level of trust

and professionalism displayed by their co-workers. However, three

indicators were rated with 3.50, 3.47, and 3.42 which were all

described as “neither satisfied nor dissatisfied”. This means the

ISAL teachers were on neutral grounds in terms of the level of

support and guidance provided their the immediate supervisor, the

availability and accessibility of an immediate supervisor for

addressing their concerns and queries, and the provision of effective

feedback and constructive criticism provided by their immediate

supervisors.

Level of Job Satisfaction in Terms of Co-Workers

Table 7 presents the job satisfaction of the ISAL teachers in

terms of co-workers in public elementary schools in Datu Piang,

Maguindanao Del Sur.

49
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Table 7. Level of Job Satisfaction of ISAL Teachers in Terms of

Co-Workers
Indicators Mean
Interpretation
1. There is cooperation and teamwork 3.79 Satisfied
among my co-workers.

2. I am satisfied with the support and 3.63 Satisfied

collaboration I receive from my co-
workers.

3. There is an effective form of 3.58 Satisfied

communication and information
shared with my co-workers.
4. I am satisfied with the level of respect 3.68 Satisfied
and professionalism displayed by my
co-workers.

5. There is collaboration and support in 3.63 Satisfied

addressing challenges and solving
problems with my co-workers.
________________________________
Mean 3.66 Satisfied
________________________________________________________________
Legend:
Mean Adjectival Meaning
4.51-5.00 Very Satisfied
3.51-4.50 Satisfied
2.51-3.50 Neither Satisfied nor Dissatisfied
1.51-2.50 Dissatisfied
1.00-1.50 Very Dissatisfied

As shown in Table 7 the level of job satisfaction of the ISAL

teachers in terms of their co-workers in public elementary schools

in Datu Piang, Maguindanao Del Sur. The highest mean of 3.79 was

50
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rated as “Satisfied”, followed by the second highest mean of 3.68

rated as “Satisfied”, while two equal mean ratings of 3.63 were rated

as “Satisfied”, and the lowest mean rating of 3.58 was rated as

“Satisfied”. This means that all the indicators for the level of

satisfaction for their co-workers were rated by the ISAL teachers as

“Satisfied” which means they were satisfied with the kind of co-

workers they have at work as further revealed by the overall mean

of 3. 66 which can be described as “Satisfied”.

These results show good co-workers a positive relationship

with co-workers is essential for one’s growth as a teacher. By

surrounding themselves with supportive and knowledgeable

colleagues, they can have a wider perspective, and become better

educators.

Level of Job Satisfaction in Terms of Communication

Table 8 presents the job satisfaction of ISAL teachers in terms

of communication in public elementary schools in Datu Piang,

Maguindanao Del Sur.

51
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GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

Table 8. Level of Job Satisfaction of ISAL Teachers in Terms of

Communication
Indicators Mean

Interpretation

1. There is observed effective communication 3.68 Satisfied

between the management and ISAL
teachers.

2. I am satisfied with the clarity and 3.74 Satisfied

frequency of communication from the
management regarding policies,
procedures, and expectations.

3. There is effective communication between 3.68 Satisfied

ISAL teachers and students.

4. I am satisfied with the level of support and 3.68 Satisfied

guidance provided by the management in
improving my communication skills as an
ISAL teacher.

5. There is effective communication among 3.63 Satisfied

ISAL teachers within the school or
institution.
____________________________________
Mean 3.68
Satisfied

Legend:

Mean Adjectival Meaning

4.51-5.00 Very Satisfied
3.51-4.50 Satisfied
2.51-3.50 Neither Satisfied nor Dissatisfied
1.51-2.50 Dissatisfied
1.00-1.50 Very Dissatisfied

52
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

Shown in Table 8 is the level of job satisfaction of the ISAL

teachers in terms of communication in public elementary schools in

Datu Piang, Maguindanao Del Sur. The indicators have the highest

mean of 3.74, described as satisfied, followed by three equally

higher means of 3.68, described as “Satisfied” and the lowest mean

rating of 3.63, described as “Satisfied”. This means that there is

effective communication between and among ISAL teachers and

management within the school or institution.

Level of Job Satisfaction in Terms of Salary

Table 9 presents the job satisfaction of ISAL teachers in terms

of salary in public elementary schools in Datu Piang, Maguindanao
Del Sur.
Table 9. Level of Job Satisfaction of ISAL Teachers in Terms of
Salary
Indicators Mean Interpretation

1. I am satisfied with my current salary as an 3.39 Neither Satisfied

ISAL Teacher. nor Dissatisfied

2. There is transparency and fairness in the 3.50 Neither Satisfied

salary structure within my institution. nor Dissatisfied

3. I am satisfied with the salary increment and 3.53 Satisfied

promotion opportunities provided by my
institution.

4. My salary is competitive enough compared to 3.50 Neither

similar positions in other institutions. Satisfied nor
Dissatisfied

5. I am satisfied with the benefits and allowance 3.49 Neither Satisfied

53
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provided in addition to your salary as an ISAL nor Dissatisfied
teacher.

Mean 3.39 Neither Satisfied nor

Dissatisfied
__________________________________________________________________
Legend:
Mean Adjectival Meaning
4.51-5.00 Very Satisfied
3.51-4.50 Satisfied
2.51-3.50 Neither Satisfied nor Dissatisfied
1.51-2.50 Dissatisfied
1.00-1.50 Very Dissatisfied

Shown in Table 9 is the level of job satisfaction of the ISAL

teachers in terms of salary in public elementary schools in Datu

Piang, Maguindanao Del Sur. The overall mean of 3.39, which can

be described as neither satisfied nor dissatisfied means that ISAL

teachers are not receiving enough salaries commensurate to their

services.

Summary of the Level of Job Satisfaction of the ISAL Teachers

Table 10 presents the summary of the level of job satisfaction

of the ISAL teachers. Their level of satisfaction is classified into five

(5) categories such as management, supervision, co-workers,

communication, and salary.

Table 10. Summary of the Level of Job Satisfaction of the ISAL

Teachers
Indicator Mean Verbal Description
Management 3.62 Satisfied
Supervision 3.56 Satisfied
Co-Workers 3.66 Satisfied
Communication 3.68 Satisfied
Salary 3.39 Neither Satisfied nor Dissatisfied
Overall Mean 3.58 Satisfied

54
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Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur
Legend:
Mean Adjectival Meaning
4.51-5.00 Very Satisfied
3.51-4.50 Satisfied
2.51-3.50 Neither Satisfied nor Dissatisfied
1.51-2.50 Dissatisfied
1.00-1.50 Very Dissatisfied

Table 10 presents the level of satisfaction of the ISAL teachers

in terms of management, supervision, co-workers, communication,

and salary. As shown, the teachers were satisfied with

communication (3.68), co-workers (3.66), management (3.62), and

supervision (3.56). This means that they are good in terms of these

categories. However, the teachers were neither satisfied nor

dissatisfied with the salary (3.39) they were receiving. This implies

that ISAL management shall have to look into the salaries of ISAL

teachers for they believed that the compensation they were

receiving compared to their services being rendered as ISAL

teachers is not enough.

Teaching Practices of ISAL Teachers

Tables 11 to 16 present the teaching practices of ISAL

teachers in public elementary schools in Datu Piang, Maguindanao

Del Sur. The teaching practices of ISAL teachers were categorized

into (6) brackets, namely: instruction, lesson planning, classroom

management, resource management, assessment and evaluation,

and technology integration.

55
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Teaching Practices of ISAL Teachers in Terms of Instruction

Table 11 presents the teaching practices of ISAL teachers in

terms of instruction at public elementary schools in Datu Piang,

Maguindanao Del Sur.

Table 11. The Teaching Practices of ISAL Teachers in

Terms of Instruction
Indicators Mean

Interpretation

1. There is a high level of integration of 3.61 Moderately

Islamic values in the teaching and Observed
learning process.
2. Teachers incorporate Islamic values 3.21 Sometimes
and principles into the instructional Observed
practices.
3. Teachers use the Qur’an as a source 3.26 Sometimes
of guidance and reference in classroom Observed
instruction.
4. Teachers encourage collaboration and 3.26 Sometimes
group work among students from Observed
diverse backgrounds.
5. Immediate superiors are satisfied with 3.32 Sometimes
the instructional practices of ISAL Observed
teachers.
________________________________________
Mean 3.33 Sometimes
Observed
Legend:
Mean Adjectival Meaning
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed

56
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

Table 11 shows the teaching practices of ISAL teachers in

terms of instruction in public elementary schools in Datu Piang,

Maguindanao Del Sur. As shown, the high level of integration of

Islamic values in the teaching and learning process has the highest

mean of 3.61, which can be described as “moderately observed”.

Consequently, indicators such as immediate superiors being

satisfied with the instructional practices of ISAL teachers (3.32),

teachers encouraging collaboration and group work among students

from diverse backgrounds (3.26), teachers using the Qur’an as a

source of guidance and reference in classroom instruction (3.26),

teachers incorporate Islamic values and principles into the

instructional practices (3.21) were all described as “Sometimes

Observed”. This means that these indicators were sometimes

observed in the teaching and learning process of the ISAL teachers.

Teaching Practices of ISAL Teachers in Terms of Lesson

Planning

Table 12 presents the teaching practices of ISAL teachers in

terms of lesson planning in public elementary schools in Datu

Piang, Maguindanao Del Sur.

57
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Buayan, Datu Piang, Maguindanao Del Sur

Table 12. The Teaching Practices of ISAL Teachers in Terms of

Lesson Planning
Indicators Mean

Interpretation

1. Lesson objectives align with Islamic 2.76 Sometimes

teaching. Observed

2. Objectives are clearly stated and 2.97 Sometimes

understood by the students. Observed

3. The lesson plan integrates Islamic 3.24 Sometimes

values and principles. Observed

4. Ethical considerations are emphasized 3.39 Sometimes

throughout the lesson. Observed

5. The lesson plan includes an 3.21 Sometimes

introduction, main activities, and Observed
conclusion.
________________________________________
Mean 3.11Sometimes
Observed
__________________________________________________________________

58
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Buayan, Datu Piang, Maguindanao Del Sur
Legend:
Weighted Mean Adjectival Meaning
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed

Shown in Table 12 are the teaching practices of ISAL teachers

in terms of lesson planning in public elementary schools in Datu

Piang, Maguindanao Del Sur. Data revealed that the indicator,

“ethical considerations are emphasized throughout the lesson” has

the highest mean of 3.39, which can be described as “Sometimes

Observed” while the indicator “lesson objectives align with Islamic

teaching” has the lowest mean of 2.76, which can also be described

as “Sometimes Observed”. This means that in terms of lesson

planning, the ISAL teachers were emphasizing ethical

considerations that are aligned with Islamic values in their day-to-

day activities as teachers.

Teaching Practices of ISAL Teachers in Terms of Classroom

Management

Table 13 presents the teaching practices of ISAL teachers in

terms of classroom management in public elementary schools in

Datu Piang, Maguindanao Del Sur.

59
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Table 13. The Teaching Practices of ISAL Teachers in Terms of

Classroom Management
Indicators Mean

Interpretation

1. The teacher effectively maintains a 3.29 Sometimes

positive and respectful classroom Observed
environment.
2. Islamic values are integrated 3.27 Sometimes
seamlessly into classroom management Observed
strategies.

3. The teacher handles disciplinary 3.18 Sometimes

issues consistently and fairly. Observed

4. The classroom rules are 2.92 Sometimes

communicated and understood by Observed
students.

60
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5. The teacher encourages active student 2.82 Sometimes

participation and engagement. Observed

________________________________________
Mean 3.09
Sometimes
Observed
__________________________________________________________________
Legend:
Weighted Mean Adjectival Meaning
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed

Shown in Table 13 are the teaching practices of ISAL teachers

in terms of classroom management in public elementary schools in

Datu Piang, Maguindanao Del Sur. As shown, Indicator 1 says, “the

teacher effectively maintains a positive and respectful classroom

environment” and has the highest mean of 3.29, which can be

described as “Sometimes Observed”. It is followed by Indicator 2

which states that “Islamic values are integrated seamlessly into

classroom management strategies” with a mean of 3.27 and can

also be described as “Sometimes Observed”. Indicator 3 that says

“The teacher handles disciplinary issues consistently and fairly”

comes next with a mean of 3.18, which can be described as

“Sometimes Observed”. Furthermore, this is followed by Indicator 4

which says “The classroom rules are communicated and

understood by students” which has a rating of 2.92, which can be

described as “Sometimes Observed”. Finally, Indicator 5 which

61
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states that “The teacher encourages active student participation

and engagement” has the lowest mean of 2.82, which can also be

described as “Sometimes Observed”. This means that all these

indicators of classroom management were sometimes applied by the

ISAL teachers in their daily teaching and learning activities.

Teaching Practices of ISAL Teachers in Terms of Resource

Management

Table 14 presents the teaching practices of ISAL teachers in

terms of resource management of public elementary schools in

Datu Piang, Maguindanao Del Sur.

Table 14. The Teaching Practices of ISAL Teachers in Terms of

Resource Management
Indicators Mean
Interpretation
1. The teacher effectively utilizes 2.87 Sometimes
instructional material to enhance Observed
learning.

2. Islamic resources, such as Qur’anic 3.26 Sometimes

materials and Islamic literature, are Observed
integrated into the lesson.

3. The teacher efficiently organizes and 3.24 Sometimes

manages classroom resources. Observed

4. Resources are distributed equitably 2.87 Sometimes

62
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among students. Observed

5. The teacher creatively adapts 3.24 Sometimes

resources to meet diverse learning Observed
needs.

__________________________________________
Mean 3.09
Sometimes
observed
__________________________________________________________________
Legend:
Weighted Mean Adjectival Meaning
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed

Table 14 shows the teaching practices of ISAL teachers in

terms of resource management in public elementary schools in

Datu Piang, Maguindanao Del Sur. As shown, the overall mean of

3.09. which is described as ‘Sometimes Observed” reveals that the

indicators for resource management were only practiced sometimes

by the ISAL teachers. This means that they are not doing it most of

the time, especially in the utilization of instructional materials to

enhance learning.

Teaching Practices of ISAL Teachers in Terms of Assessment

and Evaluation

Table 15 presents the teaching practices of ISAL teachers in

terms of assessment and evaluation in public elementary schools in

Datu Piang, Maguindanao Del Sur.

Table 15. The Teaching Practices of ISAL Teachers in

Terms of Assessment and Evaluation

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Indicators Mean

Interpretation

1. The teacher provides clear 3.29 Sometimes

assessment criteria for assignments and Observed
exams.
2. Islamic values are integrated into the 3.03 Sometimes
assessment method used by the teacher. Observed

3. Assessments effectively measure 3.16 Sometimes

students’ understanding of Islamic Observed
concepts.
4. Feedback on assessments is 2.97 Sometimes
constructive and helps students Observed
improve.
5. The teacher uses a variety of 2.89 Sometimes
assessment methods to cater to different Observed
learning styles.
________________________________________
Mean 3.06
Sometimes
Observed
__________________________________________________________________
Legend:
Mean Adjectival Meaning
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed

Data in Table 15 reveal that the overall mean of the indicators

for assessment and evaluation is 3.06, which can be described as

“Sometime Observed”. This means that in terms of teaching

practices, these stated indicators were only observed a few times in

the daily activities of the ISAL teachers in public elementary schools

in Maguindano Del Sur, particularly in the practice of using a

64
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variety of assessment methods to cater to the different learning

styles of the learners which garnered the lowest mean.

Teaching Practices of ISAL Teachers in Terms of Technology

Integration

Table 16 presents the teaching practices of ISAL teachers in

terms of technology integration in public elementary schools in

Datu Piang, Maguindanao Del Sur.

Table 16. The Teaching Practices of ISAL Teachers in Terms Of

Technology Integration
Indicators Mean

Interpretation

1. The teacher effectively integrates 2.47 Less

technology tools to enhance Islamic Observed
lessons.
2. Islamic educational software and apps 2.50 Less
are used appropriately in the classroom. Observed

65
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3. The teacher encourages students to 2.68 Sometimes

use technology for research related to Observed
Islamic studies.
4. Technology is employed to facilitate 2.61 Sometimes
collaborative learning among students. Observed

5. The teacher effectively navigates 2.53 Sometimes

online resources to enrich Islamic Observed
lessons.
________________________________________
Mean 2.55
Sometimes
Observed
________________________________________________________________
Legend:
Mean Adjectival Meaning
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed

Shown in Table 16 are the teaching practices of ISAL teachers

in terms of technology integration in public elementary schools in

Datu Piang, Maguindanao Del Sur. It can be noted that Indicator 1

“The teacher effectively integrates technology tools to enhance

Islamic lessons” (2.47) and Indicator 2 “Islamic educational

software and apps are used appropriately in the classroom” (2.50)

have the lowest means which can both be described as “Less

Observed”. This means that in terms of using technology tools to

enhance learning in the classroom are less likely used by teachers.

On the other hand, Indicator 5 “The teacher effectively navigates

online resources to enrich Islamic lessons” (2.53), Indicator 4

“Technology is employed to facilitate collaborative learning among

66
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students” (2.61), and Indicator 3 “ The teacher encourages students

to use technology for research related to Islamic studies” (2.68) were

described to be “Sometimes Observed”. This means that the

teachers sometimes encourage the learners to use technology in

their teaching and learning activities to enrich their Islamic lessons.

Summary of the Teaching Practices of the ISAL Teachers

Table 17 presents the summary of the teaching practices of

the ISAL teachers. Their teaching practices were classified into six

(6) categories such as instruction, lesson planning, classroom

management, resource management, assessment and evaluation,

and technology integration.

Table 17. Summary of the Teaching Practices of the ISAL Teachers

Indicator Mean Verbal Description
Instruction 3.33 Sometimes Observed
Lesson Planning 3.11 Sometimes Observed
Classroom Management 3.09 Sometimes Observed
Resource Management 3.09 Sometimes Observed
Assessment and Evaluation 3.06 Sometimes Observed
Technology Integration 2.55 Sometimes Observed
Overall Mean 3.04 Sometimes Observed
Legend:

67
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Mean Adjectival Meaning
4.51-5.00 Always Observed
3.51-4.50 Moderately Observed
2.51-3.50 Sometimes Observed
1.51-2.50 Less Observed
1.00-1.50 Least Observed

Table 17 presents the summary of the teaching practices of

the ISAL teachers in terms of instruction, lesson planning,

classroom management, resource management, assessment and

evaluation, and technology integration. As shown, instruction has

the highest mean of 3.33, followed by lesson planning with 3.11,

then classroom management and resource management with both

means of 3.09, then assessment and evaluation with a mean of

3.06, and technology integration with a mean of 2.55. The overall

mean of 3.04 can be described as “Sometimes Observed”. This

means that in terms of the teaching practices of the ISAL teachers,

they were not observing the given indicators all the time.

Challenges Encountered by the ISAL Teachers

Table 18 below illustrates the challenges encountered by the

ISAL teachers in public elementary schools in Datu Piang,

Maguindanao Del Sur.

Table 18. Challenges Encountered by ISAL Teachers

68
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Indicators Mean

Interpretation

1. Integrating technology into the Islamic 3.63 Highly

lessons. Challenged
2. Managing classroom behavior 3.53 Highly
consistent with Islamic principles. Challenged

3. Finding and using appropriate Islamic 3.79 Highly

teaching resources. Challenged
4. Assessing and evaluating students 3.71 Highly
using Islamic concepts. Challenged

5. Aligning instructional methods with 3.68 Highly

diverse learning styles. Challenged
6. Managing and organizing classroom 3.45 Moderately
resources efficiently. Challenged
7. Maintaining a positive and inclusive 3.76 Highly
learning environment in line with Islamic Challenged
values.
8. Balancing workload and maintaining 3.50 Moderately
job satisfaction. Challenged
_______________________________________
Mean 3.63
Highly
Challenged
__________________________________________________________________
Legend: Mean Adjectival Meaning
4.51-5.00 Very Highly Challenged
3.51-4.50 Highly Challenged
2.51-3.50 Moderately Challenged
1.51-2.50 Slightly Challenged
1.00-1.50 Less Challenged

As shown in Table 18, the challenges encountered by the

ISAL teachers in public elementary schools in Datu Piang,

Maguindanao Del Sur are the following: Finding and using

appropriate Islamic teaching resources (3.79), maintaining a

69
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positive and inclusive learning environment in line with Islamic

values (3.76), assessing and evaluating students using Islamic

concepts (3.71), aligning instructional methods with diverse

learning styles (3.68), integrating technology into the Islamic

lessons (3.63), managing classroom behavior consistent with

Islamic principles (3.53), balancing workload and maintaining job

satisfaction (3.50), and managing and organizing classroom

resources efficiently (3.45). The overall mean of 3.65, which can be

described as “Highly Challenged” reveals that the respondents were

highly challenged in their day-to-day lives as ISAL teachers.

Suggestions and Recommendations to Improve the Teaching

Performance of ISAL Teachers

Table 19 shows the suggestions and recommendations to

improve the teaching performance of ISAL teachers in public

elementary schools in Datu Piang, Maguindanao Del Sur.

Table 19. Suggestions to Improve the Implementation of ISAL

in Public Elementary Schools in Datu Piang,
Maguindanao Del Sur
______________________________________________________________
Suggestions Rank
__________________________________________________________________
1. More trainings and seminars 1

70
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2. Salary Increase 2

3. Reward and Incentives 3

4. Improvement of Instruction and

Supervision 4

5. Conducive Workplace 5
___________________________________________________________

The suggestions and recommendations to improve the

teaching performance of ISAL teachers are shown in Table 19. First,

training and seminars to equip ISAL teachers with sufficient

knowledge conduct training and seminars for teachers on teaching

pedagogies and to equip them with knowledge and skills in using

technology as we are in the digital era and technologies to integrate

into teaching. It also helps to be updated in modern instructional

devices.

Second, salary increases can motivate teachers to perform

better and feel more satisfied in their profession. It can serve as

recognition for their hard work, dedication, and the important role

they play in shaping the future.

Third, rewards and incentives can serve as motivators for

teachers to perform at their best. When teachers are recognized and

rewarded for their accomplishments, it can boost their morale, job

satisfaction, and overall motivation to excel in their profession.

71
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Fourth, improvement of instruction and supervision

instructional leaders and supervisors need to provide constructive

feedback, create a supportive environment, and offer professional

development opportunities that are tailored to the specific needs of

teachers. By investing in instruction and supervision, educational

institutions can empower teachers to deliver high-quality

instruction and positively impact student learning outcomes.

Fifth, a conducive workplace is an important institution to

prioritize creating and maintaining a conducive workplace for

teachers. This includes providing adequate resources, supportive

leadership, professional development opportunities, and a culture

that values and supports the well-being of teachers. By investing in

a conducive workplace, schools can create an environment that

promotes teacher effectiveness, job satisfaction, and ultimately

student success.

CHAPTER V

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SUMMARY OF FINDINGS, CONCLUSION, AND COMMENDATION

This chapter deals mainly with the summary of findings,

conclusion, and recommendations of the study.

Summary and Findings

The sense of quality and standard of education is strongly

associated with the quality and effectiveness of its teachers.

Utilizing the descriptive method of research, the main purpose of

this study was to determine job satisfaction and teaching practices

in public elementary schools in Datu Piang, Maguindanao Del Sur.

The gathered data were tallied, tabulated, and analyzed using

appropriate statistical tools. The major findings of the study are
summarized as follows.

1. On this age profile of the teachers as the respondent of this

study:
1.1 Fifty-eight percent (58%) or more than one-half (½) of the

respondents have ages ranging from 41 years old and above

while eighteen percent (18%) or more than one-fourth (¼) of

them were 19 years old or below. In addition, eleven percent (11)

or less than one-fourth (¼) of them were 26 to 30 years old. On

the other hand, five percent (5%) or less than (1/8) of them were

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the same 20 to 25 years old and 31 to 35 years old, while three

percent (3%) the smallest percentage were 36 to 40 years old.

1.2 Most of the teachers had ages ranging from 41 years old and

above.

2. On the sex profile of the respondents:

2.1 Sixty-one percent (61%) of the respondents were males while

thirty-nine (39%) were females.

2.2 Majority of the teachers were males.

3. On the civil status of the respondents:

3.1 Eighty-nine percent (89%) or more than three-fourths (¾) of

respondents were married eight percent (8%) or less than (¼)

were separated and three percent (3%) or less than (1/8) were

single.

3.2 Majority of the teachers who were respondents to this study

were married.

4. On the highest educational attainment of the respondents:

4.1 Sixty-one percent (61%) or more than (2/3) of the

respondents have the highest educational attainment of Tarbiyah

while twenty-four percent (24%) or more than (¼) were taken of

Dawah. On the other hand, eleven percent (11%), or (¼) of them

hold Arabic while five percent (5%), or less than (1/8) of them

hold Shariah.

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Buayan, Datu Piang, Maguindanao Del Sur

4.2 Majority of the teachers were Tarbiyah holders.

5. On the level of job satisfaction of the ISAL teachers:

5.1 Job satisfaction in terms of management has a mean of

3.62, which can be interpreted as “satisfied”.

5.2 Job satisfaction in terms of supervision has a mean of

3.62,

which can be interpreted as “satisfied”.

5.3 Job satisfaction in terms of co-workers has a mean of

3.66,

which can be interpreted as “satisfied”.

5.4 Job satisfaction in terms of communication has a mean of

3.68, which can be interpreted as “satisfied”.

5.5 Job satisfaction in terms of salary has a mean of 3.49,

which can be interpreted as “neither satisfied nor

satisfied”.

6. On the teaching practices of the ISAL teachers:

6.1 Teaching practices in terms of instruction have a mean of

3.33, which can be interpreted as “sometimes observed”.

6.2 Teaching practices in terms of lesson planning of 3.11,

which can be interpreted as “sometimes observed”

6.3 Teaching practices in terms of classroom management

has a mean of 3.09, which can be interpreted as “sometimes

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observed”.

6.4 Teaching practices in terms of resource management has

a mean of 3.09, which can be interpreted as “sometimes

observed”.

6.5 Teaching practices in terms of assessment and evaluation

has a mean of 3.06, which can be interpreted as “sometimes

observed”.

6.6 Teaching practices in terms of technology integration

has a mean of 2.55, which can be interpreted as “sometimes

observed”.

7. On the challenges encountered by the ISAL teachers:

7.1 On the challenges encountered by the ISAL teachers has

an overall mean of 3.63, which can be interpreted as “highly

challenged”.

8. Suggestions and Recommendations to Improve the Teaching

Performance of ISAL Teachers

Suggestions and recommendations to improve the teaching

performance of ISAL teachers are the following: more training and

seminars, salary increase, rewards and incentives, improvement of

instruction and supervision, and the provision of a conducive

workplace.

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Buayan, Datu Piang, Maguindanao Del Sur

Conclusion

Based on the findings, the following conclusions are hereby

formulated:

Most of the ISAL teachers in public elementary schools who

were respondents of the study were above 41 years old, the majority

were males. However, results showed that the male and female

teaching practices were at the same level.

The Different school administration may have their unique

approaches to motivating teachers based on their specific needs.

Consequently the ISAL teachers are a little satisfied with their

salaries and benefits.

Recommendation

Based on the conclusion, the following recommendations are

hereby proposed:

1. The school administration may encourage their teachers to

grow professionally through training and seminar.

2. The school administration may boast the interest of ISAL

teachers to perform duties and responsibilities in school.

3. School administration and teachers should work together or

listen to one another inputs so there is a smooth implementation of

the set objectives.

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Buayan, Datu Piang, Maguindanao Del Sur

4. It is very important to be motivated in any activities for

teachers and the benefits of the whole administration in school.

5. The sense of quality and standards of education are strongly

associated with the quality and effectiveness of its ISAL teachers.

The MBHTE-BARMM may look at its implementation, especially on

teachers. The basis of its standard should be creatively developed,

not only conferring marginal scholarship but also offering just

inducement to everyone. There should also be an upgrading of the

quality of the teaching profession by increasing teacher incentives,

more frequent training especially during the deployment of a new

curriculum, and establishing better facilities for education in public

elementary schools in Datu Piang, Maguindanao Del Sur.

6.Further studies shall be conducted to validate the findings of

the study.

78
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Buayan, Datu Piang, Maguindanao Del Sur

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Buayan, Datu Piang, Maguindanao Del Sur

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GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

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Buayan, Datu Piang, Maguindanao Del Sur

Appendix A
Documentations

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APPENDIX B

March 2, 2024
NORIE M. MAMALINTA, Al Haj
Schools Division Superintendent
Division of Maguindanao Del Sur
Shariff Aguak, Maguindanao Del Sur

Madam:

Assalamo Alaikum Warahmatullahi Wabarakatuho!

I am Johaira A. Alimudin a graduate student of Master of Arts Major in

Educational Management at Gani L. Abpi College, Inc. (GLACI), Buayan, Datu
Piang, Maguindanao Del Sur. I am conducting a research study titled, “Job
Satisfaction and Teaching Practices of Islamic Studies and Arabic Language
Teachers in Datu Piang, Maguindano Del Sur” as a partial requirement to
finish the said course.

I have selected twelve (12) respondent schools in your Division such as Datu
Gumbay Piang Central Elementary School, Masigay Elementary School,
Dado Elementary School, Duaminanga Elementary School, Montay
Elementary School, Balanaken Primary School, Kalipapa Elementary School,
Ambadao Primary School, Kanguan E. Uy Central Elementary School, Reina
Regente Elementary School, Lintukan Elementary School, Damabalas
Elementary School.

In this regard, may I request a favor I may be allowed to conduct my survey

questionnaire to the Islamic Studies and Arabic Language (ISAL) teachers of Datu
Piang, Maguindanao Del Sur who are the respondents of this study? Rest
assured that all data will be treated with utmost confidentiality and anonymity.

Thank you very much for being a part of the success of this great endeavor.

92
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Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

AISA U. GANANG
District Supervisor
Datu Piang District I
Datu Piang, Maguindanao Del Sur

Madam:

Assalamo Alaikum Warahmatullahi Wabarakatuho!

I am a graduate student of Gani L. Abpi College, Incorporated

(GLACI) taking up a Master of Arts Major in Educational
Management (MAEd).

Presently, I am conducting a study titled: “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language
Teachers in Datu Piang, Maguindanao Del Sur” for my master’s
thesis.

Given this, I would like to ask permission from your office to allow
me to conduct my study through the distribution of a questionnaire
to obtain relevant data needed for the completion of my study.

Hoping for your benevolent and candid support in the context of

professional development.

93
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Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

BAI SIRIKIT T. KAMAONG

District Supervisor
Datu Piang District II
Datu Piang, Maguindanao Del Sur

Madam:

Assalamo Alaikum Warahmatullahi Wabarakatuho!

I am a graduate student of Gani L. Abpi College, Incorporated (GLACI)

taking up a Master of Arts Major in Educational Management (MAEd).

Presently, I am conducting a study titled: “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindanao Del Sur” for my master’s thesis.

Given this, I would like to ask permission from your office to allow me to
conduct my study through the distribution of a questionnaire to obtain
relevant data needed for the completion of my study.

Hoping for your benevolent and candid support in the context of

professional development.

94
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Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

NORODIN M. PATIKAY
Principal
Rena Regente Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

95
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GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

DAYANG S. KEMPAO AL-HADJA

Principal
Kanguang E. Uy Central Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

96
 Formerly: Central Maguindanao Institute
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GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

KAMIDON G. PATEKAY
Principal
Lintukan Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

97
 Formerly: Central Maguindanao Institute
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GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

MRS. ELVIE MASUKAT

Principal
Montay Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

98
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

EBRAHIM U. TATUANG
Principal
Dado Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

99
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

SAUDA S. USMAN
Principal
Ambadao Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

100
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

BAINA D. URAG
Principal
Kalipapa Primary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

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GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

ROHAINIE A. AKMAD
Principal
Masigay Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

102
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

MR. MAMA C. PALAO

Principal
Datu Gumbay Piang Central Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

103
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

NORMINA A. ABDULLAH
Principal
Balanaken Primary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

104
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

March 2, 2024

TENG D. SUMAPAL
Principal
Dalambas Elementary School
Datu Piang, Maguindanao Del Sur

Sir:

The undersigned is conducting a study on “Job Satisfaction and

Teaching Practices of Islamic Studies and Arabic Language Teachers
in Datu Piang, Maguindano Del Sur” in partial fulfillment of the Degree,
Master of Arts Major in Educational Management (MAED) at Gani L. Abpi
College, Incorporated (GLACI) situated at Brgy. Buayan, Datu Piang,
Maguindanao Del Sur. Your school is chosen as one of the venues of the
study.

She is then asking permission from your office to administer her

questionnaire to you as a school administrator and to your teachers.

Rest assured that your responses will treated with utmost confidentially
and will be used solely for this study.

Thank you very much

105
 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

APPENDIX C

Dear Respondents

I am happy to inform you that you are hereby selected

as respondents of this study entitled: “Job Satisfaction and
Teaching Practices of Islamic Studies and Arabic Language
Teachers in Datu Piang Maguindanao”. The main objective of this
study is to determine the Job Satisfaction and Teaching Practices of
Islamic Studies and Arabic Language Teachers in Datu Piang
Maguindanao. The result of this study will be the basis of a
teacher's improvement and strategies to help learners study more.

Your active participation during the whole duration of

the study will contribute much to the success of this endeavor. Rest
assured that your answers are purely for research purposes and
will be treated with utmost confidentiality and anonymity.

Thank you!!

Johaira A. Alimudin
Researcher

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

APPENDIX D
QUESTIONNAIRE
Part I- PROFILE OF THE RESPONDENTS
Please provide the following demographic information for analysis
purposes. (Please check the corresponding box of your answer.)
Age:
_____19 below
_____20- 25 years old
_____26- 30 years old
_____31- 35 years old
_____36- 40 years old
_____41 years and above

Sex:
_____Male
_____Female

Civil Status:
_____Single
_____Married
_____Separated
_____Widow/Widower

Highest Educational Attainment:

_____Arabic

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GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

_____Shariah
_____Tarbiyah
_____Dawah

Part II- LEVEL OF JOB SATISFACTION

Directions:
Please answer the questionnaire honestly by ticking () the
appropriate boxes as to your perception of the level of job
satisfaction.
Legend:
5 - Very Satisfied
4-Satisfied
3-Neither Satisfied nor Dissatisfied
2- Dissatisfied
1- Very Dissatisfied

Management 1 2 3 4 5
6. 1.There is effective communication
between the management and ISAL
teachers
7. 2.I am satisfied with the level of support
and guidance provided by the
management.

8. 3.The management provides a conducive

and respectful work environment for ISAL
teachers.

9. 4. I am satisfied with the management

decision-making process regarding
curriculum and teaching materials.

5. I am satisfied with the management's

recognition and appreciation of the efforts
and contributions of ISAL teachers.
________________________________
Supervision
6. 1. I am satisfied with the frequency and

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

quality of supervision provided by the

immediate supervisor.

7. 2. I am satisfied with the level of support

and guidance provided by the immediate
supervisor.
8. 3. There is an observe effective feedback
and constructive criticism provided by the
immediate supervisor.

9. 4. I am satisfied with the level of trust and

professionalism displayed by my co-
workers.
5. There is an observed availability and
accessibility of an immediate supervisor
for addressing concerns and queries.
_________________________________
Co-Workers

6. 1. There is cooperation and teamwork

among my co-workers.
7. 2. I am satisfied with the level of support
and collaboration I receive from my co-
workers.
8. 3. There is an effective form of
communication and information shared
with my co-workers.
9. 4. I am satisfied with the level of respect
and professionalism displayed by my co-
workers.
5. There is collaboration and support in
addressing challenges and solving
problems with my co-workers.
________________________________
Communication
6. 1.There is observed effective
communication between the management
and ISAL teachers.

7. 2. I am satisfied with the clarity and

frequency of communication from the
management regarding policies,
procedures, and expectations.

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

8. 3. There is effective communication

between ISAL teachers and students.
9. 4. I am satisfied with the level of support
and guidance provided by the
management in improving my
communication skills as an ISAL teacher.

5. There is effective communication

among ISAL teachers within the school or
institution.
____________________________________
Salary

6. 1. I am satisfied with my current salary as

an ISAL Teacher.
7. 2. There is transparency and fairness in
the salary structure within my institution.
8. 3. I am satisfied with the salary increment
and promotion opportunities provided by
my institution.

9. 4. My salary is competitive enough

compared to similar positions in other
institutions.
5. I am satisfied with the benefits and
allowance provided in addition to your
salary as an ISAL teacher.

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

III- TEACHING PRACTICES OF ISAL TEACHERS

Directions:
The following items are the indication of Practices of ISAL teachers.
Based on the rating scales below, just write the corresponding
number in which you perceived teaching performance.

Rating Scales
1- Never Observed
2- Not Observed
3- Sometimes Observed
4- Observed
5- Always Observed
ITEMS 1 2 3 4 5
A. Instruction:
1. High level of integration of
Islamic values in the instructional
practices of your Islamic teacher.
2. Teachers incorporate Islamic
values and principles into the
instructional practices.
3. Teachers use the Qur’an as a
source of guidance and reference
in classroom instruction.
4. Teachers encourage
collaboration and group work
among students from diverse
backgrounds.
5. immediate superiors are
satisfied with the instructional
practices of ISAL teachers.
B. Lesson Planning

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

1. Lesson objectives align with

Islamic teaching.
2. Objectives are clearly stated
and understood by the students.
3. The lesson plan integrates
Islamic values and principles.
4. Ethical considerations are
emphasized throughout the
lesson.
5. The lesson plan includes an
introduction, main activities, and
conclusion.
C. Classroom Management
1. The teacher effectively
maintains a positive and
respectful classroom
environment.
2. Islamic values are integrated
seamlessly into classroom
management strategies.
3. The teacher handles
disciplinary issues consistently
and fairly.
4. The classroom rules are
communicated and understood by
students.
5. The teacher encourages active
student participation and
engagement.
D. Resource Management
1. The teacher effectively utilizes
instructional material to enhance
learning.

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

2. Islamic resources, such as

Qur’anic materials and Islamic
literature, are integrated into the
lesson.
3. The teacher efficiently
organizes and manages classroom
resources.
4. Resources are distributed
equitably among students.
5. The teacher creatively adapts
resources to meet diverse learning
needs.
E. Assessment and Evaluation
1. The teacher provides clear
assessment criteria for
assignments and exams.
2. Islamic Values are integrated
into the assessment method used
by the teacher.
3. Assessments effectively
measure students’ understanding
of Islamic concepts.
4. Feedback on assessments is
constructive and helps students
improve.
5. The teacher uses a variety of
assessment methods to cater to
different learning styles.
F. Technology Integration
1. The teacher effectively
integrates technology tools to
enhance Islamic lessons.
2. Islamic educational software
and apps are used appropriately

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GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

in the classroom.
3. The teacher encourages
students to use technology for
research related to Islamic
studies.
4. Technology is employed to
facilitate collaborative learning
among students.
5. The teacher effectively
navigates online resources to
enrich Islamic lessons.

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

IV- CHALLENGES ENCOUNTERED BY THE ISAL TEACHERS

Directions:
The following items, respondents can rate their level of agreement
on a scale from 1 to 5:
Rating Scales
1 - Not Challenged
2 - Slightly Challenged
3 - Moderately Challenged
4 - Challenged
5 - Very Challenged
ITEMS 1 2 3 4 5
1. Difficulties in integrating technology into
your Islamic lessons.
2. Difficulties in managing classroom
behavior consistent with Islamic principles.
3. Difficulties encountered challenges in
finding and using appropriate Islamic
teaching resources.
4. Difficulties in effectively assessing and
evaluating students of Islamic concepts.
5. Difficulties aligning your instructional
methods with diverse learning styles.
6. Difficulties in managing and organizing
classroom resources efficiently.
7. Difficulties in maintaining a positive and
inclusive learning environment in line with
Islamic values.
8. Difficulties in balancing workload and
maintaining job satisfaction.

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

Suggestions and Recommendations to Improve the Teaching

Performance of ISAL Teachers

Direction: Please check the box that corresponds to your answer for
suggestions and recommendations to improve the teaching
performance.

________1. More trainings and seminars

________2. Salary Increase

________3. Reward and Incentives

________4. Improvement of Instruction and

Supervision

________5. Conducive Workplace

________6. Positive Environment
________7. Technology Orientation
________8. Minimize Workload
________9. Provide updated syllables and modules
________10. Professional Development

Sukran!

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

APPENDIX E

CERTIFICATION

This is to certify that the undersigned has received a close

thesis of JOHAIRA A. ALIMUDIN, LPT, a Master of Arts in
Education Major in Educational Management student, as to the
content, organization, mechanics, and format for its improvement.

This certification is issued as a requirement for her master's

thesis final printing and binding.

Issued this 18th day of May, 2024 at Gani L. Abpi College,

Incorporated, Buayan Datu Piang, Maguindanao.

PANGI P. BALUBUGAN, PH.D

Critic Reader

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GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

APPENDIX F

CERTIFICATION

This is to certify that the undersigned has received a close

thesis of JOHAIRA A. ALIMUDIN, LPT, a Master of Arts in
Education Major in Educational Management student, as to the
appropriate statistical tools and techniques for its improvement.

This certification is issued as a requirement for her master's

thesis final printing and binding.

Issued this 18th day of May 2024 at Gani L. Abpi College,

Incorporated, Buayan Datu Piang, Maguindanao.

BAIPINA M. BALUBUGAN, PhD

Statistician

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GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

APPENDIX G
APPLICATION FOR FINAL PRINTING AND BINDING
MAY 18, 2024
FELINO M. MANIPOL, PhD
Dean of Graduates Studies
Gani L. Abpi College Incorporated
Sir:
The undersigned would like to apply for the FINAL PRINTING
AND BINDING of the thesis which was successfully defended on
April 20, 2024, at Gani L. Abpi College Incorporated.
Likewise, the advisory Committee approved the final draft as
they affixed their respective signature as shown below.
Thank you very much.
Very truly yours,
JOHAIRA A. ALIMUDIN
MAED Student

PANGI P. BALUBUGAN, PhD BAIPINA M. BALUBUGAN, PhD

Critic Reader Thesis Adviser

IMELDA OLIVEROS, PhD ALIBAI B. ALIK, PhD

Member, Advisory Commitee Member, Advisory Committee

Dr. MARJUNI M. MADDI

Director, MBHTE
Recommending Approval:
Member, Advisory Committee
JOCELYN “RAIZA” A. ISMAEL, AL-HADJA
MAED Program Committee
Approved by
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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

FELINO M. MANIPOL, PhD

APPENDIX H

CURRICULUM VITAE

Personal Data:

Name : JOHAIRA ABDULLAH ALIMUDIN

Birthdate : October 27, 1991
Place of Birth : Labulabu, Shariff Aguak Maguindanao
Del Sur
Age : 32 years old
Home Address : Poblacion, Datu Piang Maguindanao Del
Sur

Educational Background:

Elementary : Labulabu Elementary School

: Labulabu, Maguindanao Del Sur
: 2003-2004
Secondary : Esperanza National High School
: Esperanza Sultan Kudarat
: 2007-2008
Tertiary : Gani L. Abpi College, Incorporated
: Formerly Central Maguindanao Institute
: Buayan, Datu Piang, Maguindanao
Degree : Bachelor in Elementary Education
: 2012-2013

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

Graduate Studies : Gani L. Abpi College, Incorporated

: Formerly Central Maguindanao Institute
: Buayan, Datu Piang, Maguindanao Del
Sur
Course : Master of Arts in Education
Major : Educational Management
: 2023-2024

Occupational Background:

2013-present : Gani L. Abpi College, Incorporated

: Formerly Central Maguindanao Institute
: Elementary Training Department-Main
Campus
: Buayan, Datu Piang, Maguindanao
Del Sur

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 Formerly: Central Maguindanao Institute
GANI L. ABPI COLLEGE, INC.
GRADUATE STUDIES
Email Address: gani_abpi_hs@yahoo.com
Buayan, Datu Piang, Maguindanao Del Sur

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