Department of Education

Region VII, Central Visayas

Division of Cebu Province
District of SAN REMIGIO II
VICTORIA ELEMENTARY SCHOOL

The Learning and Development Needs

Assessment Report
Of
Victoria Elementary School
San Remigio 2 District

SHIRLY P. EMBRADO
School Principal
 I. Background and Rationale
Learning and Development Needs Assessment is a strategic ingenuity
to identifies the specific knowledge and skills that teachers need to become more
productive, efficient, and innovative in their teaching profession.
The purpose of the assessment report is to determine what the school
needs to overcome a performance problem.
The school will be conducting Learning and Development Needs
Assessment primarily to increase school performance by helping teachers to
cope their weakness.

II. Objectives of the LDNA

The assessment report determined the holistic teacher performance in

Victoria Elementary School, San Remigio District 2.
Its objective is to assess the teachers on the different objectives related to
their professional work according to:

1. The profile of teachers in terms of

1.1 Teaching Position
2. Level of capability and level of priority of teachers based on Electronic
Self Assessment Tool in terms of:
2.1 Content Knowledge and Pedagogy
2.2 Learning Environment and Diversity of Learners
2.3 Curriculum and Planning
2.4 Assessment and Reporting
3. The performance of teachers based on Classroom Observation Tool

III. Methodology
The assessment result employs descriptive-evaluative design. The data
gathers from self-assessment tool and Classroom Observation Tool were
organized using Ranking of Objectives.
IV. Environment

The assessment was conducted in Victoria Elementary School, located at

Brgy. Victoria, Municipality of San Remigio, Province of Cebu. It is a complete
elementary school with school ID 119685. The school is situated in the second to
the last barangay of the municipality bound to the next municipality. Its
topography is flat along the coastal area. Its land area is 7, 382 square meters.
The school has 10 classrooms. Each classroom has a toilet and washing
facility. It has a principal’s office, a computer laboratory, a guidance office, and
home economics room.

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V. Respondent
The respondent of this assessment were eleven (11) teachers of Victoria
Elementary School:

Figure 1: The frequency distribution of teaching position of teachers in Victoria

Elementary School
Position No. of Teachers Percentage
Teacher I 9 82%
Teacher II 2 18%
Teacher III 0 0%
Master Teacher I 0 0%
Master Teacher II 0 0%
TOTAL 11 100%

The table above shows the teaching position of teachers in VES.

Evidently, 9 out of 11 teachers or 82% of the teacher population are in Teacher
1. While 2 out of 11 teachers or 18% are in Teacher 2. No teacher has yet
reached the teacher 3 and master teacher position.

Figure 2. The frequency distribution of teaching position of teachers in Victoria

Elementary School

GRADE LEVEL F %

Kindergarten=1

Grade-1 = 2

Grade 2= 1

Grade 3= 1
]Teacher-1 9 82%

Grade 4= 2

Grade 5= 1

Grade 6= 1

Grade 2=1
2 18%
Teacher-2 Grade-5=1

Teacher-3

TOTAL RESPONDENTS 11 100%

The table above represents the number of teachers in a specific grade

level in relation to a specific position. As the table suggests, teachers in the

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 Teacher 1 position have taken most of the population which 82 % or 9 out of 11
teachers. Meanwhile, teachers in Teacher 2 has a percentage distribution of
18%.

VI. Limitations of the LDNA

Despite of the pandemic challenged towards the end of the school year, the
school head was able to finish the four classroom observations of each teacher with
technical assistance given for improvement, but the level of pupils, capacity to learn is
the main reason why the competencies intended every quarter will not be tackled
100%, besides not only the gap in between the grading period but also in grade level.

VII. Instrument
The school used electronic self-assessment tool (e-SAT) and classroom
observation tool (COT) based on the Philippine Professional Standard for Teachers /
Result-based Performance Management System (PPST / RPMS).
It also employs questionnaires, supplemented by interview during the post conference
to gather information about the teachers’ extent of learning and development
needs in the different objectives of the key result areas (KRA’s) such as:

 KRA 1. Content Knowledge and Pedagogy

 KRA 2. Learning Environment and Diversity of Learners
 KRA 3. Curriculum and Planning
 KRA 4. Assessment ad Reporting
 Plus, Factor
In the electronic self- assessment tool (e-SAT), there are two parts:

 Part 1-Demgraphic profile of the teacher

 Part 2-With thirteen different objectives to reflect related to professional work of
the teacher
In the Classroom Observation Tool (COT) composed of five forms:

 1. Rubrics
 2.Pre-Observatin Checklist
 3.Observation Notes
 4.Rating Sheet
 5.Inter-Observer Agreement Exercise Form (if the school has multiple
observers).

VIII. Assessment Results

The gathered data were interpreted using the different tools and were
presented below.

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 Figure 3: The level of Capabilities of Teachers in each competency in Key Result
Areas
TOTAL RANK
(H+VH
COMPETENCIES LOW MODERATE HIGH VERY HIGH

KRA 1 Content Knowledge & Pedagogy

1.1 Applied knowledge of content within and across curriculum
1 0 5 5 10 3.5
teaching areas
1.2 Used a range of teaching strategies that enhance learner
0 1 4 6 10 3.5
achievement in literacy and numeracy skills.

1.3 Applied a range of the teaching strategies to develop critical

and creative thinking as well as other higher order 0 2 5 4 9 8.5
thinking skills.

KRA 2 Learning Environment and Diversity of Learners

2.1 Managed classroom structure to engage learners, individually
or in groups in meaningful exploration, discovery and
0 1 6 4 10 3.5
hands-on activities within a range of physical learning
environments.
2.2 Managed learner behaviour constructively by applying positive
and non-violent discipline to ensure 2learning focused 0 1 5 5 10 3.5
environments.
2.3 Used differentiated developmentally appropriate learning
experiences to address learners’ gender, needs, 0 2 8 1 9 8.5
strengths, interests and exp[eriences
KRA 3 Curriculum and Planning
3.1 Planned, managed and implemented develop[mentally
sequenced teaching and learning processes to meet 0 1 7 3 10 3.5
curriculum re4quirements and varied teaching contexts

3.2 Particioated in collegial discussions that use teacher and

0 2 5 4 9 8.5
learner feedback to enrich teaching practice

3.3 Selected, developed, organized and used appropriate teaching

and learning resources, including ICT, to address 0 3 7 1 8 11.5
learning goals

KRA 4 Assessment and Reporting

4.1 Designed, selected, organized and used diagnostic, formative

and summative assessment strategies consistent with 0 1 7 2 9 8.5
curriculum requirements

4.2 Monitored and evaluated learners’ progress and achievement

0 3 3 5 8 11.5
using the learner attainment care

4.3 Communicated promptly and clearly the learners’ needs

progress and achievement to key stakeholders includng 0 1 7 3 10 3.5
parents and barangays

1 19 69 43 132

0.76% 14.40% 52.27% 32.58% 100%

Average

The table above shows the rank of teachers according to their capability on the
different KRA objectives. The teachers achieved the highest rank in the following
objectives; 1.1 Applied knowledge of content within and across curriculum
teaching areas, 1.2 Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills, 2.1 Managed classroom structure to
engage learners, individually or in groups in meaningful exploration, discovery
and hands-on activities within a range of physical learning environments, 2.2
Managed learner behaviour constructively by applying positive and non-violent

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 discipline to ensure 2learning focused environments, 3.1 Planned, managed and
implemented develop[mentally sequenced teaching and learning processes to
meet curriculum re4quirements and varied teaching contexts, and 4.3
Communicated promptly and clearly the learners’ needs progress and
achievement to key stakeholders including parents and barangays

Figure 4: The level of Priority of Development of Teachers in each Competency

TOTAL RANK
(V+VH
COMPETENCIES LOW MODERATE HIGH VERY HIGH

KRA 1 Content Knowledge & Pedagogy

1.1 Applied knowledge of content within and across curriculum
6 0 3 2 5 3.5
teaching areas
1.2 Used a range of teaching strategies that enhance learner
4 3 3 1 4 10.5
achievement in literacy and numeracy skills.

1.3 Applied a range of the teaching strategies to develop critical and

creative thinking as well as other higher order thinking 2 4 4 1 5 3.5
skills.

KRA 2 Learning Environment and Diversity of Learners

2.1 Managed classroom structure to engage learners, individually or in
groups in meaningful exploration, discovery and hands-on 5 2 3 1 4 10.5
activities within a range of physical learning environments.
2.2 Managed learner behaviour constructively by applying positive and
non-violent discipline to ensure 2learning focused 5 2 3 1 4 10.5
environments.
2.3 Used differentiated developmentally appropriate learning
experiences to address learners’ gender, needs, strengths, 3 4 3 1 4 10.5
interests and exp[eriences
KRA 3 Curriculum and Planning
3.1 Planned, managed and implemented develop[mentally sequenced
teaching and learning processes to meet curriculum 4 1 5 1 6 1
re4quirements and varied teaching contexts

3.2 Particioated in collegial discussions that use teacher and learner

5 2 3 1 4 10.5
feedback to enrich teaching practice

3.3 Selected, developed, organized and used appropriate teaching and

3 3 4 1 5 3.5
learning resources, including ICT, to address learning goals

KRA 4 Assessment and Reporting

4.1 Designed, selected, organized and used diagnostic, formative and

summative assessment strategies consistent with 4 3 3 1 4 10.5
curriculum requirements

4.2 Monitored and evaluated learners’ progress and achievement

3 3 3 2 5 3.5
using the learner attainment care

4.3 Communicated promptly and clearly the learners’ needs progress

and achievement to key stakeholders includng parents and 3 4 2 2 4 10.5
barangays

37 31 39 24 132%
Average 28.03% 24.24% 29.55% 18.18% 100%

The table shows the result of the ESAT with regards to the level of priority of
development of teachers. As depicted, KRA objective with the highest priority is,
3.1Planned, managed, and implemented developmentally sequenced teaching

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 and learning processes to meet curriculum requirements and varied teaching
contexts.

Figure 5. The performance level of the Teacher based on the Class Room
Observation
ORGANIZING DEVELOPING APPLYING CONSOLIDATING INTEGRATING

Teacher 1 0 0 0 2 7

Teacher 2 0 0 0 0 2

Teacher 3 0 0 0 0 0

TOTAL 0 0 0 2 9

The table above explain the performance of the teacher based on the Class
Room Observation. As observed, most of the teacher achieved the “Integrating”
Level of Teaching which was 9. It was followed by consolidating garnering 2
points. Finally, there was no teacher classify in applying, developing, and
organizing level.

Figure 6: Consolidation of COT-RPMS Results of MSHS Master Teachers (Highly

Proficient Group) Level Summary Per indicator and Total Number and
Percent Equivalent. NOTE: NO MASTER TEACHER

Figure 7: Consolidation of COT-RPMS Results of VES Teachers I-III (Proficient

Group) Level Summary Per indicator and Total Number and Percent
Equivalent.
TOTAL NO. OF
LEVEL OF
COMPETENCIES LEVEL NAME TEACHERS/PERCENT LEVEL SUMMARY
PERFORMANCE
EQUIVALENT

5 INTEGRATING 8/11=72.72% 4.63 INTEGRATING

4 CONSOLIDATING 2/11=18.18%

3 APPLYING 1/11=9.09%

5 INTEGRATING 8/11=72.73% 4.73 INTEGRATING

4 CONSOLIDATING 3/11=27.27%

5 INTEGRATING 5/11=45.45% 4.36 CONSOLIDATING

4 CONSOLIDATING 5/11=45.45%

3 APPLYING 1/11=9.09%

5 INTEGRATING 9/11=81.82% 4.82 INTEGRATING

4 CONSOLIDATING 2/11=18.18%

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 5 INTEGRATING 7/11=63.64% 4.64 INTEGRATING

4 CONSOLIDATING 4/11=36.37%

5 INTEGRATING 9/11=81.82% 4.82 INTEGRATING

4 CONSOLIDATING 2/11=18.18%

5 INTEGRATING 6/11=54.55% 4.46 CONSOLIDATING

4 CONSOLIDATING 4/11=36.37%

3 APPLYING 1/11=9.09%

5 INTEGRATING 7/11=63.64% 4.64 INTEGRATING

4 CONSOLIDATING 4/11=36.37%

5 INTEGRATING 6/11=54.55% 4.55 INTEGRATING

4 CONSOLIDATING 5/11=45.45%

5 INTEGRATING 11/11=100% 5 INTEGRATING

5 INTEGRATING 5/11=45.45% 4.46 CONSOLIDATING

4 CONSOLIDATING 6/11=54.55%

5 INTEGRATING 4/11=36.37% 4.82 INTEGRATING

4 CONSOLIDATING 7/11=63.64%

The table points out the performance of teachers in the different KRA.
Apparently, most of the KRAs resulted to the level Integrating. Additionally, the
highest percentage of teachers perform best on the following KRAs objective; 2.1
Managed classroom structure to engage learners, individually or in groups in
meaningful exploration, discovery and hands-on activities within a range of
physical learning environments, 2.3 Used differentiated developmentally
appropriate learning experiences to address learners’ gender, needs, strengths,
interests and experiences, 4.3 Communicated promptly and clearly the learners’
needs progress and achievement to key stakeholders including parents and
barangays
Figure 8: The Mean Score of Teachers in every competency

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 6

5 5 5 5 5 5 5 5
5
MEAN SCORES OF TEACHER

4 4 4 4
4

0
COMPETENCIES
1.1 1.2 1.22 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 4.3

The graphs above figures out the mean score of teachers in every competency.
As shown, the competencies where teachers got the highest mean scores of 5
are competency 1.1 (Applied knowledge of content within and across curriculum
teaching areas), competency 1.2 (Used a range of teaching strategies that
enhance learner achievement in literacy and numeracy skills.), competency 2.1
(Managed classroom structure to engage learners, individually or in groups in
meaningful exploration, discovery and hands-on activities within a range of
physical learning environments.), competency 2.2 (Managed learner behaviour
constructively by applying positive and non-violent discipline to ensure 2learning
focused environments.)competency 2.3 (Used differentiated developmentally
appropriate learning experiences to address learners’ gender, needs, strengths,
interests and experiences.), competency 3.2 (Participated in collegial
discussions that use teacher and learner feedback to enrich teaching practice)
competency 3.3 (Selected, developed, organized and used appropriate teaching
and learning resources, including ICT, to address learning goals) competency
4.1 ( Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum requirements). With
the rest of the competencies, the teachers achieved a mean score of 4.

IX. Summary of Findings

The following are the findings of the study

1. 82% of the teachers were Teacher 1.

2. The KRA objective with the lowest rank is under Curriculum and Planning:
Planned, managed, and implemented developmentally sequenced

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 teaching and learning processes to meet curriculum requirements and
varied teaching contexts.
3. Most of the teachers achieved the “Integrating” Level of Teaching.
4. Objective 1.3 Applied a range of the teaching strategies to develop critical
and creative thinking as well as other higher order thinking skills, under
KRA 1: Content Knowledge and Pedagogy needs improvement

X. Conclusions

Based on the findings, most of the teacher’s position is Teacher 1 but they

performed well in their duty and responsibilities as evidence they gathered the

weighted score of HIGH CAPACITY in the ESAT.

The results of the Teachers Performance both on ESAT and IPCRF was

very satisfactory. The only downside is the “planned, managed, and

implemented developmentally sequenced teaching and learning processes to

meet curriculum requirements and varied teaching contexts.

XI. Recommendation
Based on the findings, the Learning and Development Team of Victoria Elementary
School is offering the following recommendations:

1. Encourage teachers to apply for promotion.

2. There should be Focus Group Discussion and LAC session to improve
“Planned, managed, and implemented developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts.
3. Teachers should be given an opportunity to enhance their skill in applying a
range of teaching strategies to develop critical and creative thinking as well as
other higher order thinking skills through various learning activities such as
trainings and seminars.

IX. Appendices
a. E-SAT
b. IPCRF

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Prepared by:

LESTER B. CABAGUE
Learning and Development Coordinator

Noted by:

SHIRLY P. EMBRADO
School Principal

Reviewed by:

DALISAY C. COMEDIERO, Ed. D.

HRD, San Remigio II District

Contents Noted:

OSCAR P. PESTANO JR.

PSDS, San Remigio II District

Submitted to:

MARGARITA O. NIERRE, Ed. D.

Division Office HRD

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