FACILITATION SKILLS OF INTERMEDIATE TEACHERS AND PERFORMANCE OF LEARNERS IN ELEMENTARY SCHOOLS OF CALUBIAN NORTHDISTRICT CALUBIAN, LEYTE

The study purports to know the facilitation skills of intermediate teachers and performance of learners in elementary schools in Calubian North District. The data gathered through a survey instrument with 32 intermediate teacher- respondents and 60 learners. Descriptive survey method of research was utilized in this study. A questionnaire taken from the Teacher Discussion Facilitation, A New Measure and its Associates with Students perceived understanding, interest and engagement was used to gather the needed information from the intermediate teachers of Calubian North District. The data were computed through the aid of the statistical tools namely: weighted mean and chi-square. Weighted Mean was used for the facilitation skills of Grade V teachers and the chi-square was utilized to test the significant relationships of the profile of intermediate teachers between the performance of learners in elementary schools of Calubian North District and the significant relationship between the facilitation skills of intermediate teachers and the performance of learners. As the outcome of the study data gathered were the following: With regards to sex data revealed that there were more female than intermediate teachers. As to civil status it was observed that mainly were single. Educational attainment of the teachers, showed that quite a few were BS Degree Holder with MA units than BS Degree Holder. As to number of years teaching intermediate classes 7 had 10 years and above teaching experience. On the areas of facilitation skills, engagement got the highest weighted mean of 4.74 and the lowest aspect of was analysis with a weighted mean of 4.63. The academic performance of intermediate learners in English was increasing which means that intermediate teacher are using facilitating skills during the teaching process in a gradual way. As to the relationship between the profile of the intermediate teachers and their facilitation skills, majority of the profile had no significant relationship except the current position. The facilitation skills and the academic performance of intermediate teachers has no significant relationship, thus, the null hypothesis was accepted. And on the profile of teachers and academic performance of learners in English, data show that there is no significant relationship between the profile of teachers and the academic performance of learners in English