PR1ROMARresearch Final1

Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Zambales Province
Sta. Cruz National High School
Malabago, Sta. Cruz, Zambales
Rationale
A new level of basic education consisting of grades 11 and 12, known as the senior high
school, was launched in June 2016 as prescribed in the Enhanced Basic Education Act of 2013 (the
Act). Education worldwide must undergo twelve years of basic education from K to 12. The
Philippines adopted the new curriculum to compete not just academically but also on skills. Studying
Senior High School is the stepping stone to pursuing one’s dream in life, whether the learner will go to
college or work directly right after graduation.Two years’ time is enough for the learner to think about
where he or she should be in the future. Teaching senior high school needs specialization and mastery.
Compared to other Asian countries, the Philippines is the only country in Asia that does not have a
senior high school. That is the reason why the Department of Education decided to implement Senior
High School in the curriculum (Aldevera, Alenton, & Gantuangco, 2019).
The senior high school curriculum provides extra knowledge for students who are still
sharpening their learning skills, although teachers need thorough training for this preparation to teach
the important details regarding this curriculum. extensive training for teachers to carry out teaching
well according to their knowledge. Therefore, a teacher should prepare adequately for senior high
school students so that they can also teach what they know according to their preparation in this
curriculum. In a few years, senior high school teachers seem to be ready because they can measure the
ability of a student according to their skill and talent. But on the other hand, there are other students
who are difficult and cannot follow every teaching of a teacher because they have a hard time
understanding the other words, which the teacher is there to clarify and comprehend so that the
students can follow the progression of what they are learning. For the student, the teacher will do
everything so that they can learn something from the curriculum they have studied. So there is no
tough study for a student who has good goals in their studies. So the study of this curriculum should be
prepared because a student's future depends on what he studies. This curriculum is a fantastic
preparation for teachers and students to boost each other's knowledge because it proves that what you
PAGE \* MERGEFORMAT 2
study makes sense because it assesses your capacity. Therefore, the teachers who studied for the senior
high school curriculum will convey all their expertise in this study (Department of Education, 2016).
Literature Review
This study by M. Skaalvik and Skaalvik (2017) examined the relationship between teachers'
job demands and job resources, or school context variables, and their teaching self-concept, teacher
burnout, job satisfaction, and motivation to leave the teaching profession in Norwegian senior high
schools. 546 teachers from three counties in central Norway participated.
The study by Arkorful, Barfi, and Aboagye (2021) looked at how information and
communication technology is integrated into senior high school teaching. The Kumasi Girls Senior
High School in Ghana was the subject of the investigation. There were two goals for the study. The
first goal looked at how much teachers' attitudes affect how they integrate ICT into their lessons. The
second goal looked at how ICT integration differed by gender in senior high schools.
According to Halim and Mazlina (2018), the goal of the 2013 curriculum was to generate
graduates with higher-order thinking skills. Inferentially, it has been shown that senior high school
graduates still lack higher-order thinking skills. Numerous studies have demonstrated that teachers
with strong questioning skills might encourage higher-order thinking, such as creative thinking. The
purpose of this study is to outline the actions of the instrument-based questioning techniques of
physics teachers.
According to Utami and Vioreza's (2021) research, teachers' ability to directly interact with
pupils and develop their skills and competences will determine how well education is advanced. The
purpose of this study was to determine the direct relationship between job happiness, absenteeism, and
the output of senior high school teachers in the Bekasi district.
According to M. According to A. Lin Goodwin et al. (2017), teachers must have more
knowledge and a deeper command of complex skills. Teachers must be specialized in a certain subject.
In a technological vocational course, he or she must undergo internships and training. For the
Department of Education, the success of any educational system relies on the competence of its
teachers. The Civil Service Doctrine of the Constitution aims to enhance the quality of basic education.
The department hired qualified Senior High School teachers to teach young learners. Based on
Department Order Number 49, Series of 2016, Guidelines on the Hiring of Contractual (Full-time and
Part-time) Teachers in Senior High School, it is of great help to some educators to apply for a teaching
position for the Senior High curriculum. The teacher must be fully equipped for the level of learning
since these learners are different compared to the first four years of high school life.
Djudin (2018) argues that interest can serve as both the educational process's medium and its end
objective. If students are interested in physics, they will learn the subject more effectively and will also
purposefully enroll in physics courses. Unfortunately, there has been a steady fall in students' interest
in physics during the past 20 years in many nations. The main topic of this literature review was
students' physics interests. It has been determined that the following factors significantly contribute to
students losing interest in physics: (1) a lack of familiarity with the subject; (2) a perception that
physics is the most difficult science; (3) a heavy emphasis on memorization or rote learning in most
school science courses; and (4) an admitted fear of failing the course.
Schools have tried to address the shortage of qualified SHS teachers. For instance, a number of
Junior High School (JHS) teachers are transferred to SHS and made to teach the different tracks and
strands. These teachers have been assigned to teach subjects that are not related to their areas of
specialization. The same goes for those teachers who came from higher education institutions and
industries and opted to teach in the public school system. While some teachers try to study their new
subjects, some consider that such practice does not allow them to do “the subject justice” (Brillantes et
al., 2019). Although teachers at the Senior High School are given capacity-building trainings and
seminars to equip them with the necessary content and pedagogical skills, SHS-specific training seems
inadequate for some teachers.
Acosta (2016) said that the Enhanced Basic Education Program of the Department of
Education does not only call for academic excellence but also for higher teacher qualifications.
Teacher licensure examinations are essential to basic education reform in the Philippine Education
system. Passing the Licensure Examination for Teachers is an important requirement for teaching
inside the classroom. It is the hiring standard recognized by the public schools as an assurance of
competence and quality.
According to Bacus & Alda (2022), This study aims to explore the lived experiences of Senior
High School teachers and the ascribed meaning attached to their narratives. Their experiences in
teaching varied subjects in the SHS highlight both the varied opportunities and possibilities for
professional growth and the challenges that they have encountered in the implementation of the new
curriculum. This study will provide the Department of Education (DepEd) with a picture of the
opportunities and challenges experienced by the teachers while handling the courses in Senior High
School (SHS). Furthermore, the result will provide the department with data to support any curricular
initiatives to address the needs of SHS teachers coming from industry, higher education institutions,
and junior high schools.
Conceptual Framework
The main purpose of this research was to know the Student Perception of the senior high
school teacher at Sta. Cruz National High School. To clearly present the conceptual paradigm that was
used in this study, the figure 1 was created.
Perspective of student of senior high school teacher of Sta Cruz National High
school
Semi-Structured Interview
Thematic Analysis
Exploring student perception towards senior high school teacher
Action plan in crafting senior high school teacher program based on

the findings of study
Figure 1. Paradigm of the Research Process
The first frame consisted of the Perspective of a senior high school teacher of SCNHS. Frame
No. 2 consisted of a semi-Structured Interview for the respondents. Frame No. 3 is the Analysis of
Data that was used for Thematic Analysis. Frame No. 4 included the exploration of student perception
by senior high school teachers.Frame No. 5 consisted of an action plan to have sufficient techniques
for understanding learners for senior high school teachers.
Statement of the Problem (Research Questions)
This study's primary goal was to examine students' perceptions on senior high school teachers,
specifically to address the following question:
1. What are the students' attitudes towards senior high school teachers in terms of their teaching
methods and pedagogical approaches?
2 What are the students' opinions about the effectiveness of senior high school teachers in facilitating
their learning and academic growth?
3. What are the students experiences regarding the interpersonal relationships and communication
dynamics with senior high school teachers, and how do these experiences influence their overall
perceptions?
Significance of the Study
The results of the study will be significant in exploring students perceptions of senior high
school teachers.
This study will benefit the following:
Student: The direct recipients of this study are the senior high school students. It will help them be
aware of how attitude and motivation can affect performance in research, and furthermore, it can help
them be prepared for future academic challenges.
Senior high school teachers are the main beneficiaries of this study, whose purpose is to find out and
solve the problems faced by our teachers.
Future Researchers: This study will serve as a helpful reference for students who intend to conduct
related research.
Overall, this research study will be beneficial to the student, senior high school teacher, and future
researchers by providing a consistent and coordinated method of making the study accessible.
Scope and Limitation
The scope of the study focused on the perspective of students towards the senior high school
teacher of Sta. Cruz National High School. The result will be limited to the group where the study will
be conducted. The respondents were interviewed, and their responses were recorded. The respondents
were assured of confidentiality about their identities.
Definition of Terms
1. Senior High School Teacher: refers to a person who meets the minimum requirements, whether
on a full-time or part-time basis, including industrial arts and vocational teachers and all other
persons performing supervisory, managerial, and/or administrative functions in all schools and
educational offices at the district, division, regional, and central levels and is qualified to practice
teaching.
2. Teaching effectiveness refers to both the quality of teaching and the capabilities of teachers. It
requires teachers to continually enhance practice by adopting an evaluative mindset.
3. Academic growth is the measure of a student's progress between two points in time.
4. Teaching methods are the broader techniques used to help students achieve learning outcomes,
while activities are the different ways of implementing these methods. Teaching methods help
students master the content of the course. Learn how to apply the content in particular contexts.
5. Student experience describes the overall standard of a student's academic and social life while
enrolled in a higher education program. It includes a wide range of elements, such as the caliber
of the instruction, the atmosphere on campus, extracurricular activities, support services, and
more.
6. Teaching strategies are methods and techniques that a teacher will use to support their pupils or
students through the learning process. A teacher will choose the teaching strategy most suitable to
the topic being studied, the level of expertise of the learner, and the stage in their learning
journey.
7. The student-teacher relationship in the classroom is a positive relationship between the teacher
and the student in an effort to gain trust and respect from each other. This relationship may
consist of getting to know your students better, providing choice, and encouraging them to
become stronger learners every day.
8. Student and teacher communication—the communication of teachers, either verbal or non-
verbal—is an important factor required by students to become successful in their educational
pursuit. Communication motivates the students to enhance their abilities. It also encourages the
students to work hard.
Research Methodology
A qualitative method was used in this study that aims to explore the student perception of
senior high school teacher. Qualitative method is used to understand people's beliefs, experiences,
attitudes, behavior, and interactions. It generates non-numerical data. The integration of qualitative
research into intervention studies is a research strategy that is gaining increased attention across
disciplines (Kalra Jena and Pathak,2004).
Participants/Respondents
The correspondents that we covered by data gathering are five students from the senior high
school department of Sta. Cruz, National High School, in the years 2022–2023. The researcher is able
to gather data if the correspondents have free time for the interview. It's not easy for the researcher to
gather data from correspondents because not every time they are around the campus.
Sampling Method
In the Qualitative Approach, through purposive sampling, five (5) students from Sta. Cruz
National High School were given informed consent to prove their participation and brief orientation
regarding the purpose of this study. Informed consent is not merely a piece of paper or a simple form,
but it is a process in which the participants prove that he/she has understood the research and the risks
upon agreeing with the interviewer. It is one of the ethical standards that a researcher should practice
in every study related to human-subject research (Shahnazarian, Hagemann, Aburto, Rose, 2017).
Data Collection Procedure/Plan
The respondents were interviewed personally without interrupting classes. During the
interview process, the responses were recorded through an audio recorder and were transcribe. The key
terms in the responses were coded, sorted and classified themes and categories for analysis.
ACTIVITIES
 Create an interview question to be answered by the student’s.
  Distribute the interview question to a randomly student’s
TARGET PERIOD
 The data collection took place over a period of four days (4).
NEEDED ON DATA COLLECTION
 Interview question- to be answered by the students to gather qualitative data.
 Audio recorder- to record their answers.
INSTRUMENT
A semi-structured interview was applied as an instrument in gathering relevant information.
The entire process of the interview was recorded through an audio recorder which is the best
instrument to use for recording purposes.
In this article, Bloom and Crabtree (2006) focus on the commonly used individual face-to-face
in-depth interview, which aims to facilitate learning about personal experiences and viewpoints on a
particular set of subjects. We first briefly examine the more popular qualitative interview approaches.
With a focus on the participants' rights and protection, we go over techniques for conducting in-depth
interviews.
Data Analysis
The collected data were processed and analyzed using thematic analysis to produce
noteworthy insights that helped researchers better understand how senior high school students perceive
their teachers.Thematic Analysis (TA) is an accessible, adaptable, and widely used technique for
analyzing qualitative data, according to Braun and Clarke (2012). It gives the qualitative researcher a
basis in the fundamental abilities required to interact with various techniques to qualitative data
processing.
Results and Discussion
Anchored to the objective of this study which is to identify the student perception towards
senior high school teachers in SCNHS, the study they encountered are presented:
1. What are the students' attitudes towards senior high school teachers in terms of their teaching
methods and pedagogical approaches?
Great teaching by SHS teachers on Students
A great teacher's teaching method on students helps academic growth because students learn
from mistakes, encourage creativity, foster reflective thinking, and prepare students because the
teacher has a great teaching method, which is experiential learning.
least effective method of the SHS teacher on students
The least effective method of teaching students is the lecture method or oral method, where
the teacher gives a lecture to a large classroom because students have weaknesses such as problems
hearing and not being able to focus. Another method is writing the lesson because other students are
lazy to write because they can't focus listening to the teacher. The effect of this is that students are
struggling in these methods.
2.What are the students opinions about the effectiveness of senior high school teachers in facilitating
their learning and academic growth?
Good strategies of the SHS teacher on students
Good strategies of a SHS teacher on students are that the teacher must be prepared first, set
clear and fair expectations, have a positive attitude like a patient teacher with students, assess their
teaching on a regular basis, be strong communicators, listen well, and stand as a second parent, and
that's what students look for in their teachers.
Not effective strategy of the SHS teacher on students
The not-effective strategy of the SHS teacher on students, according to students, is to write the
whole content of the topic and have a little bit of discussion, which can not improve academic growth,
so the teacher should change this method.
3. What are the students experiences regarding interpersonal relationships and communication
dynamics with senior high school teachers, and how do these experiences influence their overall
perception?
Student and SHS teachers Bad experience
Student and teacher bad experience: according to students, they experience having a problem
with time because of so many activities, and the effect of this is lack of time. They also experience
trouble inside and outside the campus, and students also have a problem with low grade absences and
loneliness, and because of this, the teacher is affected.
Students and teachers relationships and communication
Student and teacher relationship and communication for the student. This is a positive
experience because the teachers are patient and understand the students and are good at
communicating with them, which helps the students in their academic growth.
Conclusions
This present study explored the student perception of SCNHS Senior High School. Overall,
the data showed the following:
1. SCNHS senior high school students are very detail-oriented, organized, and like to work with data.
2. The participant has the propensity to perform the duties and responsibilities of a researcher to an
average extent.
3. Senior students are confident in establishing harmonious relationships with all stakeholders but find
teaching strategies for updating, monitoring, and evaluating records challenging.
4. Overall, students have a positive perception of exploring, but they do not see it as a viable
profession since it is deemed challenging, stressful, and under compensated.
Recommendations
To address the results' findings, several recommendations may help improve students
perceptions and Senior high school teachers in Sta. Cruz National High School:
1. Teacher professional development. It's one way teachers can improve their skills and, in turn,
boost student outcomes. Learning can take place in formal or informal settings. Formal settings
include conferences, courses, seminars, retreats, and workshops.
2. Improve teaching methods and make teachers expectations clear. Make eye contact and address
students by name. Supplement lectures with hands-on activities. Recognize students'
accomplishments and respond appropriately to their concerns.
3. Have sufficient techniques for understanding learners. Learning styles are important because
they can help many individuals—including students, educators, professionals, and learning and
development specialists—better understand the particular modalities that can help learners
process information most effectively.
4. Teaching effectiveness program. Effective teachers can have a significant impact on a child's
social, emotional, and academic development. Their role is vital in ensuring students achieve the
best possible outcomes. Effective teachers are always cushioned by the support of good schools
that create cultures that prioritize professional development.
5. Positive teacher-student relationships help students meet their needs. Teachers offer feedback
to students to support their feelings of competence. Teachers who know their students' interests
and preferences and show regard and respect for these individual differences bolster students'
feelings of autonomy.
6. Teachers and students good communication: The communication of teachers, either verbal or
non-verbal, is an important factor required by students to become successful in their educational
pursuit. Communication motivates the students to enhance their abilities. It also encourages the
students to work hard.
7. Teaching preparedness programs and effective preparation can demonstrate your passion for
the field to students, parents, or coworkers. In many cases, your peers and students can tell when
you've put time and effort into your lessons. This can show that you apply more effort than is
normally required to do your best possible teaching.
References
Acosta, A. S. et al (2016). Does Teacher Licensure Matter? Basic Education Reform in the
Philippine Education System, doi: https://doi.org/10.5296/ije.v8i4.10247
Arkorful, Valentina, Kwaku Anhwere Barfi, and Isaac Kwame Aboagye. "Integration of
information and communication technology in teaching: Initial perspectives of senior high school
teachers in Ghana." Education and Information Technologies 26 (2021): 3771-3787.
Brillantes, K., Orbeta, A., Francisco-Abrigo, K., Capones, E., & Jovellanos, J. (2019). Status of
senior high school implementation: A process evaluation. Philippine Institute for Development
Studies. https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1913.pdf
Bacus, R. C., & Alda, R. C. (2022). Senior high school teaching: A phenomenological inquiry.
Malaysian Journal of Learning & Instruction, 19(1), 242-276
https://doi.org/10.32890/mjli2022.19.1.9
Braun, Virginia, and Victoria Clarke. Thematic analysis. American Psychological Association,
2012.
Department of Education (2016). DepEd Order No. 3, s. 2016, Deped Hiring Guidelines for
Senior High School (SHS) Teaching Positions Effective School Year (SY) 2016-2017
DiCicco‐Bloom, Barbara, and Benjamin F. Crabtree. "The qualitative research interview." Medical
education 40.4 (2006): 314-321.
Djudin, Tomo. "Using metacognitive strategies to improve reading comprehension and solve a
word problem." Journal of Education, Teaching and Learning 2.1 (2017): 124-129.
Goodwin, A. L. et al (2017). The Stanford Center For Opportunity Policy Education (SCOPE).
Empowered Educators In Singapore. How High-Performing Systems Shape Teaching Quality.
Singapore
Gibson G, Timlin A, Curran S, Wattis J. The scope for qualitative methods in research and clinical
trials in dementia. Age Ageing. 2004;33:422–6. [PubMed] [Google Scholar]
Halim, A., and H. Mazlina. "Questioning skill of science teacher from the students perspective
in senior high school." Journal of Physics: Conference Series. Vol. 1088. No. 1. IOP Publishing,
2018.
Presented at the 12th DLSU Arts Congress De La Salle University, Manila, Philippines February 20,
21 and 22, 2019Lived Experiences of the Senior High School Teachers
Shahnazarian, D., Hagemann, J., Aburto, M., Rose, S., (2017).Informed Consent in Human
Subjects Research: Office for the Protection of Research Subjects (OPRS) retrieved from
https://oprs.usc.edu/files/2017/04/Informed-Consent- Booklet-4.4.13.pdf
Skaalvik, Einar M., and Sidsel Skaalvik. "Still motivated to teach? A study of school context
variables, stress and job satisfaction among teachers in senior high school." Social Psychology
of Education 20 (2017): 15-37.
Utami, Purwani Puji, and Niken Vioreza. "Teacher Work Productivity in Senior High School."
International Journal of Instruction 14.1 (2021): 599-614.
Appendices
A. Letter of Request
B. INSTRUMENT
The purpose of this instrument is to explore the perception of the students towards the senior
high school teachers. The instrument will consist open-ended questions.
INTERVIEW GUIDE QUESTION
1. Can you describe a teaching method or pedagogical approach that you appreciate the most in your
senior high school teachers? Why do you think it is effective? (Maaari mo bang ilarmian ang isang paraan
ng pagtuturo a pedagogical na diskarte na pinaka-pinapahalagahan mo sa iyong mga guro sa senior high
school? Bakit sa tingin mo ito ay epektibo?)
2. Are there any teaching methods or pedagogical approaches used by your senior high school teachers
that you find challenging or less effective? Could you provide an example and explain why you feel this
way? (Mayroon bang anumang mga pamamaraan sa pagtuturo o pamamaruang pedagogical na ginagamit
ng tyong mga guro sa senior high school na sa tingin mo ay mahirap o hindi paanong epeknbo? Maaari ka
bang magbigay ng halimbawa at ipaliwanag kung bakit ganito ang nararamdaman mo?)
3. How do you think the teaching methods and pedagogical approaches of your senior high school teachers
have influenced your learning experience? Are there any specific instances that stand out to you? (Sa
palagay mo, paano nakaimpluwensya sa iyong karanasan sa pag-aaral ang mga pamamaraan sa pagtuture at
mga pamamaraang pedagogical ng iyong mga guro sa senior high school? Mayroon bung anumang mga
partikular na pagkakataon na kapansin- pansin sa iyo?)
4. In your opinion, how effective have your senior high school teachers been in helping you learn and
grow academically? Could you provide an example or share a specific experience that supports your
opinion? (Sa iyong palagay, gaano naging epektibo ang iyong mga guro sa senior high school sa pagtulong
sa iyong matuto at umunlad sa akademya? Maaari ka bang magbigay ng halimbawa o magbahagi ng
partikular na karanasan na sumusuporta sa iyong opinyon?)
5. What qualities or characteristics do you think make a senior high school teacher effective in facilitating
your learning? Can you think of any specific teachers who possess these qualities? (Anong mga katangian o
katangian sa palagay mo ang nagiging epektibo sa isang guro sa senior high school sa pagpapadali ng iyong
pag-aaral? May naisip ka bang mga partikular na guro na nagtataglay ng mga katangiang ito?)
6. Have there been any instances where you felt your senior high school teachers were not effective in
facilitating your learning? If so, can you explain what happened and how it impacted your academic
growth? (May mga pagkakataon ba na naramdaman mong hindi epektibo ang iyong mga guro sa senior
high school sa pagpapadali sa iyong pag-aaral? Kung gayon, maaari mo bang ipaliwanag kung ano ang
nangyari at kung paano ito nakaapekto sa iyong pag- unlad sa akademya?)
7. Can you describe a positive experience you have had with a senior high school teacher in terms of
interpersonal relationships and communication? How did this experience impact your overall perception of
the teacher? (Manari mo bang ilarawan ang isang positibong karanasan na mayroon ka sa isang guro sa
senior high school sa mga tuntunin ng interpersonal na relasyon at komunikasyon? Paano nakaapekto ang
karanasang ito sa iyong pangkalahatang pananaur sa guro?)
8. Have you ever faced any challenges or difficulties in establishing a positive relationship or effective
communication with your senior high school teachers? If so, could you provide an example and explain
how it affected your perception of the teacher? (Nakaranas ka na ba ng anumang mga hamon o kahirapan sa
pagtatatag ng isang positibong relasyon o epektibong komunikasyon sa iyong mga guro sa senior high
school? Kung gayon, maaari ka bang magbigay ng isang halimbawa at ipaliwanag kung paano ito
nakaapekto sa iyong pananaw sa guro?)
9. How do you think the interpersonal relationships and communication dynamics with your senior high
school teachers have influenced your overall experience and perception of the school? Can you think of any
specific instances where these factors played a significant role? (Sa iyong palagay, paano
naimpluwensyahan ng mga interpersonal na relasyon at dynamics ng komunikasyon sa iyong mga guro so
senior high school ang iyong pangkalahatang karanasan at pananaw sa paaralan? Maaari ka bang mag-isip
ng anumang partikular na pagkakataon kung saan ang mga salik na ito ay may mahalagang papel?)
C. QUALITATIVE DATA WORKSHEET
TEXT CODES CATEGORY THEME
1. Great teaching  Prepared student  Great teaching 

method because it  Learn from mistake method Great teaching of SHS
encourages creativity  Good explaining teachers on students
helps student
2. Learn from mistake
foster reflective
thinking and prepares
student
3. Teachers are good at
explaining their
subjects
1. Oral method is least  Students struggling  Student  Least effective method
effective because in method  weakness of teacher on students
student are weak in  Students can’t focus
spellings and problem
in hearing
2. Writing the lesson
because sometimes
student are lazy to
write because they
can't focus listening
to their teacher
1. Being patients and  Understanding the  Positive  Student and teachers

understanding students experience relationships and
teachers are  Helping growing communication
understanding academically
teachers are most
communicators
2. A big positive for me
because this i grow
academically
1. Activities that lack of  Lack of time  Teacher will  Students and teachers bad
time affect my  Trouble be affected experience
personal time  Low grade
2. Experienced when i  Absences
am trouble inside and  lonliness
outside the campus
with my classmates
3. Our teachers can
affect when their
student have a
problem
1. Teacher must be  Collaborative and  Teacher is  Good strategies of SHS

prepared set clear and cooperative prepared teachers
fair expectations  Positive attitude
2. Have a positive  Assess their
attitude are patient teaching
with student  Strong relationship
3. And assess their and communication
teaching on a regular
basis
4. Teacher are strong
communicators and
listen well
5. Stand as second
parent
1. writing the whole  Not improve  Teacher  Not effective strategies of
content of the topic a academic growth change the teachers
then little bit of strategy
discussion
D. QUALITATIVE DATA WORKSHEET

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Republic of the Philippines

High School in the curriculum (Aldevera, Alenton, & Gantuangco, 2019).

schools. 546 teachers from three counties in central Norway participated.

the output of senior high school teachers in the Bekasi district.

inadequate for some teachers.

competence and quality.

and junior high schools.

used in this study, the figure 1 was created.

Exploring student perception towards senior high school teacher

Action plan in crafting senior high school teacher program based on

for understanding learners for senior high school teachers.

Statement of the Problem (Research Questions)

specifically to address the following question:

methods and pedagogical approaches?

their learning and academic growth?

Significance of the Study

This study will benefit the following:

them be prepared for future academic challenges.

solve the problems faced by our teachers.

Scope and Limitation

were assured of confidentiality about their identities.

requires teachers to continually enhance practice by adopting an evaluative mindset.

become stronger learners every day.

8. Student and teacher communication—the communication of teachers, either verbal or non-

verbal—is an important factor required by students to become successful in their educational

students to work hard.

disciplines (Kalra Jena and Pathak,2004).

Data Collection Procedure/Plan

 Create an interview question to be answered by the student’s.

  Distribute the interview question to a randomly student’s

NEEDED ON DATA COLLECTION

 Interview question- to be answered by the students to gather qualitative data.

A semi-structured interview was applied as an instrument in gathering relevant information.

instrument to use for recording purposes.

Results and Discussion

methods and pedagogical approaches?

Great teaching by SHS teachers on Students

teacher has a great teaching method, which is experiential learning.

least effective method of the SHS teacher on students

struggling in these methods.

their learning and academic growth?

Good strategies of the SHS teacher on students

that's what students look for in their teachers.

Not effective strategy of the SHS teacher on students

so the teacher should change this method.

Student and SHS teachers Bad experience

loneliness, and because of this, the teacher is affected.

Students and teachers relationships and communication

the data showed the following:

teaching strategies for updating, monitoring, and evaluating records challenging.

profession since it is deemed challenging, stressful, and under compensated.

include conferences, courses, seminars, retreats, and workshops.

students by name. Supplement lectures with hands-on activities. Recognize students'

accomplishments and respond appropriately to their concerns.

process information most effectively.

that create cultures that prioritize professional development.

non-verbal, is an important factor required by students to become successful in their educational

students to work hard.

normally required to do your best possible teaching.