WORKING TITLES

PROPOSED TITLE #1
ADMINISTRATIVE SUPERVISION AND TEACHER PERFORMANCE: TRAINING
PROGRAMS AS A MEDIATOR VARIABLE
Rationale
In recent years, there has been a growing emphasis on the role of administrative supervision in
improving teacher performance. Effective supervision has been found to positively influence the
performance and professional development of teachers (Marzano, Frontier, & Livingston, 2011).
However, the effectiveness of administrative supervision may be further enhanced through the
implementation of training programs designed specifically to improve the supervisory skills of
administrators. Therefore, this rationale aims to explore the mediating role of training programs in the
relationship between administrative supervision and teacher performance. Several studies have shown
that there is a positive correlation between administrative supervision and teacher performance (e.g.,
Rivera-McCutchen, 2019; Zhang, 2018). For example, Rivera-McCutchen (2019) conducted a study
involving 200 teachers and found a significant positive relationship between effective administrative
supervision and teacher performance, suggesting that administrators who provide constructive feedback
and guidance can significantly impact teacher performance and instructional practices.
However, the impact of administrative supervision can be further enhanced by incorporating
training programs for administrators. These programs can provide administrators with the necessary skills
and knowledge to effectively support and guide teachers. According to Zhang (2018), training programs
for administrators can improve their ability to provide meaningful feedback, problem-solving strategies,
and instructional support to teachers, thus enhancing teacher performance.
Furthermore, training programs can serve as a mediator variable in the relationship between
administrative supervision and teacher performance. When administrators receive training, they are
equipped with the necessary tools to effectively supervise and support teachers. This, in turn, leads to
improved teacher performance. Boyer and Wynn (2019) found that the implementation of a training
program for administrators significantly mediated the relationship between administrative supervision and
teacher performance, indicating that training programs play a crucial role in translating supervision into
tangible improvements in teacher performance. It is important to mention that the effectiveness of training
programs may vary based on their content, duration, and delivery methods. Studies by Reinhardt and
McNair (2019) and Park (2020) have highlighted the importance of comprehensive and ongoing training
programs for administrators to bridge the gap between administrative supervision and teacher
performance. Therefore, the design and implementation of training programs should be carefully
considered to maximize their impact on teacher performance.
This study suggests that training programs can act as a mediating variable in the relationship
between administrative supervision and teacher performance. The incorporation of effective training
programs can enhance the skills and knowledge of administrators, enabling them to provide more
constructive support and guidance to teachers. By investigating and analyzing the mediating role of
training programs, school heads and educational policymakers can gain insights into strategies that can
further improve the impact of administrative supervision on teacher performance.
Objectives of the Study
This study is designed at determining administrative supervision and teacher performance:
training programs as mediator variable.
Specifically, it aims to address the following:
1. identify the profile characteristics of the teachers in terms of:
 1.1 frequency of trainings attended by the school heads; and
1.2 frequency of trainings attended by the teachers;
2. determine the extent of administrative supervision of the school heads as rated by the teachers
in terms of:
2.1 Classroom visitation
2.2 Staff development
2.3 Human relation
2.4 Supervision and improvement of instruction
2.5 Delegation
3. Determine the teacher performance in terms of:
3.1 Content Knowledge and Pedagogy
3.2 Learning Environment
3.3 Diversity of learners
3.4 Curriculum Planning
3.5 Assessment and Reporting
4. Find out if there is a significant relationship between the extent of administrative supervision
of the school heads and the teacher performance;
5. Find out if there is a significant difference in the teacher performance when they are grouped
according to the frequency of trainings attended;
6. Find out if the frequency of training attended moderates the performance of the teachers.

LITERATURE MATRIX

Author/s Variable Research Population Research Significant

Design and Instrument Findings
Sampling
Shakuna, K.S. et al (2016) The Effect of Training Quantitative Using a self-rating The results
School Administration and Educational programs, research stratified questionnair showed that
Supervision on Teachers teaching administrativ design, random e (TJPSQ) training
performance: Training Programs as a e supervision, specifically sample, only was adopted programs
Mediator Variable, Asian Social Science; teacher the (500) were for the played an
12(10); doi:10.5539/ass.v12n10p257 performance descriptive selected for purpose of important role
survey this study: measuring as a mediator
design. (325) primary this variable, variable in
school and it has 26 making a
teachers and items. higher indirect
(175) positive impact
secondary of educational
schools supervision on
teachers. teachers’
teaching
performance.
Based on these
results, in
order to enable
the Libyan
school teachers
of English
address their
weaknesses
 and identify
their strengths,
educational
supervisors
should
organize more
effective
activities
related to
teacher
training
Ordavisa, Jr & Cañon, I.M. (2020) Teacher mixed The The Findings
Relevance of Instructional Supervision performance method respondents researcher revealed that
to Teachers and School Head’s designs. of this data used a school heads
Performance. Asia Pacific Journal of were the five standardized and teachers’
Education, Arts and Sciences, 7(1), (5) school instruments performance
http://apjeas.apjmr.com/wp-content/uplo heads and 55 adopted was at the Very
ads/2020/05/APJEAS-2020.7.1.11.pdf secondary from DepEd. Satisfactory
teachers of level. The
Maasin relationship is
District IV, significantly
Schools related which
Division of implies that
Maasin City teachers’
using performance
purposive are dependent
sampling. of their school
heads’
performance.
Moreover,
teachers
viewed their
school heads
as better
supervisors
than how the
school heads
view their
teachers’
performance.
Alamin, L.D. et al (2021) Influence of Instructional descriptive The The survey The analysis of
the Challenges in the Implementation of supervision comparative respondents questionnair data revealed
School-based Supervision, International research of the study e was that there is a
Journal of Education and Research, design were adopted significant
9(5). comprised of from a study difference in
https://www.ijern.com/journal/2021/May two groups - of Tesema the perception
-2021/09.pdf the school (2014) of teachers and
supervisors which supervisors in
and the focused on terms of
teachers. The the practices supervisors’
first group of and trainings,
 respondents challenges of experiences,
which school-based overloading of
comprised of supervision tasks to
13 school in supervisors,
supervisors government the inadequate
while the secondary ratio of
second group schools. supervisor to
included 111 teacher, and
teachers. the lack of
follow-up by
supervisors
Maisyaroh, Bambang Budi Wiyono, Instructional survey Primary a The results
Hardika, Anabelie Villa Valdez, supervision research education questionnair showed that
Solaiman B. Mangorsi & Sanaorai P.T. design. teachers e was used there were
Canapi | (2021) The implementation of as the data differences in
instructional supervision in Indonesia collection the frequency
and the Philippines, and its effect on the technique using
variation of teacher learning models and techniques and
materials, Cogent Education, 8:1, principles of
1962232, DOI: instructional
10.1080/2331186X.2021.1962232 supervision
both in
Indonesia and
in the
Philippines,
but there was
no significant
difference in
their
effectiveness.
Sheena Mae T. Comighud et al (2020) Instructional descriptive The public Self-made The study
Instructional Supervision and supervision and elementary questionnair found out that
Performance Evaluation: A Correlation and teacher correlationa schools of e the extent of
of Factors. International Journal For performance l method of Bayawan implementatio
Research In Social Science And research City n of
Humanities. Volume-6 | Issue-4. Division are instructional
https://www.studocu.com/ph assigned supervision as
with perceived by
elementary the
school experienced
principals, teachers was
head “very high” in
teachers, and terms of the
teachers-in- following
charge who aspects:(a)
served as concept and
both school purpose of
administrator instructional
s and supervision;
school-based (b) planning
supervisors. and
 preparations
for
instructional
supervision;
and (c)
organization
and
implementatio
n of
instructional
supervision;
(d) dialogue
and discussion
in post-
instructional
supervision;
and (e)
satisfaction
with and
evaluation of
instructional
supervision
ENCANTO, C.M.B., Supervisory Supervisory descriptive- The The School heads’
Functions of School Heads and Barriers functions, correlationa respondents researcher supervisory
in Developing Teachers’ Performance, teacher l type of of this study used a self- functions were
3(4) performance research were 125 check list for found to be
65-72, https://www.ioer-imrj.com/wp- elementary the effective in
content/uploads/2021/12/Supervisory- teachers supervisory developing
Functions-of-School-Heads-and- employed in functions teacher’s
Barriers-in-Developing-Teachers- 13 schools of and barriers performance
Performance.pdf Mauban in while barriers
North District developing in supervisory
Division of teachers’ functions of
Quezon. performance school heads
have no
significant
effect in the
teacher’s
performance.

Methodology
This study will utilize a descriptive-correlational method of research. Two groups of respondents
will be included in this study: the school heads and the teachers in the public elementary schools in
Catarman Districts. A simple random sampling technique will be used to identify the respondents. A
survey questionnaire adapted from the study of Encanto (2021) and from the DepEd’s PPST-RPMS Tool.
Frequency counts and percentages, average mean, Pearson r, and t-test will be used as statistical tools for
the study.
Literatures Cited

Boyer, D. M., & Wynn, S. R. (2019). The impact of a training program for department chairs on teacher
performance. Journal of Educational Leadership Preparation, 34(1), 119-136.
Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and
science of teaching. Association for Supervision and Curriculum Development.
Park, C. (2020). The impact of a professional development program on principal instructional leadership
and teacher instructional practices. Journal of Educational Administration, 58(2), 213-232.
Reinhardt, A., & McNair, V. (2019). The impact of a comprehensive training program for principals on
teacher instructional practices. Journal of Research on Leadership Education, 14(1), 43-64.
Rivera-McCutchen, R. (2019). Administrative supervision and its impact on teacher performance.
Journal of Educational Administration, 57(2), 175-191.
Zhang, W. (2018). Effective administrative supervision and teacher performance: A study on the
relationship in secondary schools. Education Management Research, 8(2), 3-12.
 PROPOSED TITLE # 2
FINANCIAL MANAGEMENT COMPETENCE AND SCHOOL PERFORMANCE OF THE
PUBLIC ELEMENTARY SCHOOL HEADS IN THE DIVISION
OF NORTHERN SAMAR
Rationale
When school heads have a fundamental understanding of the procedures involved in managing
the school's account, the budgeting process, and the systems and controls required to guarantee that the
school's finances are not misappropriated, they are more successful in managing the school's finances
(Clarke, 2008). Planning and executing a financial strategy, accounting, reporting, and protecting assets
from theft, damage, and fraud are all part of good school financial management. Basically, formal
education, on-the-job training, and experiences are usually sufficient to gauge a school head's level of
financial management. Their personal or unique features are occasionally considered.
The Philippines’ overall policy regarding this aspect is the empowerment of school heads to
manage the school’s personnel, fiscal (or financial) and material resources as stipulated in Letter E,
Paragraph 7, Chapter 1 of Republic Act 9155. The said law also known as the “Governance of Basic
Education Act of 2001” emphasizes that school heads are given authority, accountability and most
specially responsibility over fiscal or financial resources. As repeatedly pointed out in Republic Act 9155,
all school heads in the Department of Education (DepEd) are already bestowed with defined authority
coupled with great responsibility and accountability to manage their resources based on the needs and
requirements of the school community.
If there are still discrepancies in the observance of financial management activities among school
heads, the DepEd's goal of providing sufficient and good basic needs and services to all schools cannot be
realized. Other infractions include anything as simple as failing to comply with institutional laws or
completing the necessary paperwork on time. Due to numerous personal factors and other inappropriate
causes, some people also engaged in misappropriation or the purposeful use of cash.
To reduce and minimize violations and increase responsibility, this study defined financial
management as the cautious allocation and use of limited resources by financial managers. Therefore,
these criteria imply that school heads' financial management efforts—which include planning, obtaining,
using, and accurately accounting for monies supplied for organizational program implementation—as
well as their financial management skills are highly relevant and essential. As leaders in the twenty-first
century and the primary implementers of the various school programs, initiatives, and pertinent activities,
the researcher also wants to know how well school leaders handle their finances.
Objectives of the Study
1. Identify the profile of the school heads in terms of:
1.1 highest educational attainment
1.2 number of years as school heads
1.3 number of trainings attended related to financial management
2. Assess the financial management competence of the school heads as to:
2.1 budgeting;
2.2 accounting;
2.3 procurement; and
 2.4 asset management
3. determine the school performance in terms of office performance commitment and
review (OPCR) for the school year 2022-2023;
4. find out if there is a significant relationship between profile and the performance of
the school heads;
5. find out if there is a significant relationship between financial management
competence and the performance of the school heads;
6. ascertain the problems encountered by the school heads in their financial
management.

LITERATURE MATRIX

TITLE/ VARIABLES RESEARCH SAMPLING RESPONDENTS SIGNIFICANT

RESEARCHER DESIGN TECHNIQUE FINDINGS
Zunaira Fatima, Uzma Financial quantitative and Purposive 213 school heads The study
Shahzadi & Ashfaque management comparative in sampling from district established that
Shah (2019) Financial competence nature technique Sahiwal school heads
Management Competence have awareness
of Selected and Promoted planning
School Heads: A procedures and
Demographic Comparison, implementation
Global Social Sciences processes but
Review, Vol. IV, Page: 188 school heads are
– 194, DOI: not confident to
10.31703/gssr.2019(IV- coordinate with
IV).24 stakeholders in
financial matters
of school. The
significant
difference
appeared in
financial
management
competence of
promoted and
selected school
heads and males
and females
school principals
Margaret N. Wagithunu, Financial Qualitative None School Heads in School
John Muthee, Dr. Ruth management research Kenya administration
Thinguri (2014) A Critical realizes that
Analysis of School school has an
Principals’ Competence in aspect of a
Financial Management in business. As an
Kenya: Accountability in investment, it
Educational Planning and aims at
Management, Journal of maximizing
Education and Practice, profit and wealth
Vol.5, No.25, 2014 of the
stakeholders- the
students and
parents which
would pay
dividends to the
investors. The
concept of
accountability in
a school tracks
records and
monitors the
element of
honesty and
responsibility in
using and
spending school
funds
Rolando A. Espiritu Financial descriptive- Random 105 teachers, 105 Findings of this
(2020) Financial Management qualitative sampling school heads and study revealed
Management of School method of technique 105 district that the
Heads in Selected Public research supervisors in indicators under
Elementary Schools in Region III accounting and
DepEd Region III, budgeting are
Philippines, International categorized as
Journal of Academic best
Multidisciplinary practices of the
Research, Vol. 4 Issue 11, school heads in
November - 2020, Pages: their financial
66-72 management.
These are some
of the following:
1) collaboration
with grade level
chairpersons or
school focal
persons for
budgetary
planning; (b)
keeping all
financial records
in safe place.
Moreover,
delayed
release of school
monthly cash
advances, fund
insufficiency,
lack of adequate
experiences and
trainings,
 numerous
bookkeeping
tasks,
unorganized
recordkeeping,
frequent
changing of
policies, absence
of permanently
stationed
bookkeeper, and
adherence to
complex laws
and policies are
identified as the
most common
challenges
encountered by
the school heads
in their financial
management.
Francisco M. Espinosa Financial Qualitative Purposive The total number Results
(2017) Financial management research design sampling of participants highlighted that
management practices of using technique was 11 for the in- financial
school heads: Teachers’ phenomenological depth interview management
perspectives, Skyline approach and six for the practices of the
Business Journal, Volume focus group school heads
XIII-Issue 1-2017-2018 discussion help schools to
draw up a
budget, set
objectives,
identifies the
sources in terms
of human
resource, time
allocation,
teaching and
learning
materials and
appropriate
costing. To
enable the
principals
manage financial
resources more
responsively to
the performance
and instructional
needs of the
teachers, it
would be very
 crucial if school
leaders like them
get a continuous
boost of their
own professional
development by
acquiring
relevant financial
skills and
abilities required
to effectively
manage
resources in the
school.
Onesmo Amos, Goodluck Financial Qualitative none explored The study found
Ephrahem, & Agnes management research study secondary data by out that financial
Bhoke-Africanus (2021) skills reviewing management
Effectiveness of School documents and skills such as
Heads’ Financial literature mobilizing
Management Skills in materials from school funds,
Provision of Quality online monitoring,
Education in Secondary publications and evaluation of
School, International libraries budget and
Journal of Education and auditing skills
Research Vol. 9 No. 3 were essential
March 2021 for school
financial
management.
The study also
found that most
of the school
heads, bursars,
and clerks
possess
insufficient skills
in financial
management as
school managers
Fe A. Pilapil , Dr. Regina gender, Qualitative study Purposive 10 school heads The results
P. Galigao , Ivy M. experience, sampling showed that the
Lacandula , Maria Cecilia level of technique experience of
A. Queniahan, 2019, education and being a school
Linking the Level of courses head, level of
School Financial attended in education, and
Management Among accounting financial
School Heads: A Case and financial trainings
Study in Mandaue District, management attended are
Cebu, Philippines, of the school important factors
INTERNATIONAL in adjudging the
JOURNAL OF School level level of
ENGINEERING financial knowledge in
RESEARCH & management accounting and
TECHNOLOGY (IJERT) financial
Volume 08, Issue 07 (July management of
2019), the school.
However,
gender,
experience of
being a teacher
and experience
as an assistant
teacher do not
contribute to the
level of
knowledge in
accounting and
financial
management of
the school. Most
of the teachers
and assistant
teachers were
not directly
involved in
financial matters
in school. Thus,
all financial
matters related to
school normally
are viewed
responsibility of
school heads and
accounting clerk.

Methodology

This study is a descriptive-correlational method of research. The respondents of the study will be
the school heads of the public elementary schools in Northern Samar identified through random sampling
technique. A survey questionnaire will be used to gather the needed data for the study.
 PROPOSED TITLE # 3
JOB SATISFACTION AND COMPETENCE UNDER PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS AMONG PUBLIC ELEMENTARY
SCHOOLS IN NORTHERN SAMAR

Rationale

The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality
requirements in the Philippines. The reform process warrants an equivalent supportive focus on teacher
quality. An educational evaluation could be implemented effectively in order to improve the quality of
teaching and learning. Such evaluation informs the success of any educational plan. It holds true since the
achievement and/or improvement of educational plans in each country depends on the capability of the
teachers to transform educational goals effectively through their scientific competencies and professional
skills.

There are numerous opportunities for teachers to advance in their careers, but few have taken
advantage of them for three reasons: (1) financial difficulty, (2) lack of time due to a heavy workload at
school or family as the first priority, and (3) contentment or satisfaction with what has already been
learned. In other words, a greater proportion of instructors in the country have jumped at these
opportunities without considering the personal and professional rewards. Possessing this attitude toward
continuing professional development leads to a lack of support or slow progress toward the education
department's goal of producing quality teachers capable of developing holistic learners steeped in values,
equipped with 21st-century skills, and capable of propelling the country to development and success
(Gepila, 2019).

Teachers are profiled in this light based on the following variables: educational attainment, length
of service, and training attended. Based on the objectives and the relevant literature and studies, this
undertaking may provide hope for the development of necessary programs or actions to bridge gaps
between teachers' needs and standards, improve teachers' professional calibration, and clarify
misconceptions and ambivalent attitudes toward the PPST.

Objectives of the Study

1. Ascertain the professional profile of the teachers in terms of:
1.1 Length of service
1.2 educational attainment
1.3 trainings attended

2. determine the level of job satisfaction of the teachers in terms of:

2.1 pay
2.2 work
2.3 promotion
2.4 colleagues
2.5 working conditions
2.6 supervision

3. assess the level of performance of the teachers under the Philippine Professional Standards
for Teachers in terms of:
3.1 Content Knowledge and Pedagogy
 3.2 Learning Environment
3.3 Diversity of Learners
3.4 Curriculum and Planning
3.5 Assessment and Reporting
3.6 Community Linkages and Professional Engagement
3.7 Personal Growth and Professional Development

4. Find out if there is a significant relationship between the profile of the teachers and the level
of performance under the Philippine Professional Standards for Teachers;

5. Find out if there is a significant relationship between the job satisfaction of the teachers and
the level of performance under the Philippine Professional Standards for Teachers.

LITERATURE MATRIX

TITLE/ VARIABLE RESEARC SAMPLIN RESPONDENTS SIGNIFICANT

RESEARCHER S H DESIGN G FINDINGS
TECHNIQ
UE
EMEJIDIO C. GEPILA JR. Teacher descriptive random 160 teachers from The investigation
(2019) Assessing Teachers competence and sampling Southern Luzon revealed that most
Using Philippine Standards in the light of quantitative technique of them assessed
for Teachers, Universal Journal the tenets of method of themselves as
of Educational Research 8(3): PPST data highly
739-746, 2020 gathering proficient in
http://www.hrpub.org managing the
DOI: learning
10.13189/ujer.2020.080302 environment and
proficient only in
coping up with
learners’ diversity.
Hence,
there is an
identified gap in
terms of the
teachers’ needs to
improve learners’
diversity
management.
Through the
domains of the
PPST, in sum, they
considered
themselves
as proficient only.
As a result,
continued personal
and
institutional efforts
are highly
recommended to
 help
teachers improve
their competence
in the profession
and
eventually the
community at
large.
Asif, I., Fakhra, A., Tahir, F., & Teacher job Descriptive random 322 secondary- Results revealed a
Shabbir, A. (2016). satisfaction correlational sampling school teachers in strong, positive,
Relationship between teachers’ technique Faisalabad, and significant
job Pakistan, who correlation
satisfaction and students’ completed the Job between the tests.
academic performance. Satisfaction Scale However, students’
Eurasian Journal of for performance
Educational Research, 65, 335- Teachers showed no
344 significant
http://dx.doi.org/10.14689/ correlation with
ejer.2016.65.19 teachers’ job
satisfaction.
Nevertheless, all
aspects of job
satisfaction
demonstrated
significant positive
correlations
with the others,
except for pay and
supervision.
Moreover,
teachers’
professional
experience
exhibited a
significant
correlation with
9th-grade
students’
performance.
DESTA AYELE (2014) Job a concurrent simple Higher levels of Higher levels of
teachers’ job satisfaction and satifaction nested random teachers’ job teachers’ job
commitment in general research sampling satisfaction were satisfaction were
secondary schools of hadiya design technique associated with associated with
Zone, in southern nation higher higher
nationality and people of levels commitment levels commitment
regional state, Jimma in the study area. in the study area.
University As the mean and As the mean and
, retrieved from standard deviation standard deviation
https://core.ac.uk/download/pd teachers’, and teachers’, and
f/29136342.pdf principals, vice- principals, vice-
principals and principals and
 supervisors’ supervisors’
revealed that the revealed that the
external factors external factors
have more have more
influence than influence than
internal factor on internal factor on
teachers’ job teachers’ job
satisfaction in the satisfaction in the
study area. The study area. The
practices of practices of
affective, affective,
continuance, and continuance, and
normative normative
commitment in the commitment in the
study area are not study area are not
satisfactory satisfactory
Agustinus Kia Wolomasi1 Job Descriptive Random 352 teacher- Result of data
, Sandra Ingried Asaloei2 satisfaction survey sampling respondent analysis showed
, Basilius Redan Werang and research technique which were that
(2019) Job satisfaction and performance incidentally drawn job performance of
performance of elementary of from amongst 412 elementary school
school teachers, International elementary elementary school teachers of Boben
Journal of Evaluation and school teachers Digoel district is
Research in Education (IJERE) teachers of Boven Digoel significant
Vol. 8, No. 4, December 2019, district, Papua positively
pp. 575~580 ISSN: 2252- predicted by their
8822, DOI: job satisfaction.
10.11591/ijere.v8i4.20264 Finding of this
study
may be imperative
for the school
management and
education
administrator at
the regional
authority to make
paramount efforts
of creating
valuable plans for
enhancing
teacher’s
satisfaction in
order to promote a
better job
performance
of elementary
school teachers of
Boven Digoel
district, Papua.
Sulaiman, Jamilah & Noor, Teacher cross- Random a total of 242 The analysis of the
Siti. (2020). Teacher competence sectional sampling teachers were study shows that
Competence and 21st Century study of the technique selected there is a robust
Skills in Transformation variables of as study and positive
Schools 2025 (TS25). teacher participants relationship
Universal Journal of competence between
Educational Research. 8. 3536- and 21st- professional
3544. century competence and
10.13189/ujer.2020.080829. skills 21st century skills
among teachers.
The findings also
predict that
personal
characteristics,
pedagogy,
professional,
information and
communication
technology (ICT),
as well as school
management and
development, are
significant
contributors to 21st
century skills. The
findings also show
that the dimensions
of teacher
competence have
the potential to
help further
develop the
potential of
teachers in line
with 21st century
learning (PAK-21)
concepts. The 21st
century skills are
the heartbeat for
teachers to
improve the
quality of teaching
in line with current
educational
developments

Methodology

This study is a descriptive-correlational method of research. This is an appropriate research

design because it will determine the relationship between the job satisfaction and the competence of the
teachers based on the Philippine Professional Standards for Teachers. The respondents of the study will
be the public elementary school teachers in the first district of Northern Samar which will be identified
through simple random sampling technique. A survey questionnaire will be used to gather the needed data
for the study.