000			02261nam a22002177a 4500
001			9590
003			OCLRC
005			20260730103747.0
008			230130t xxu||||| |||| 00| 0 eng d
040			_aOCLRC
082			_aT 370 2001
100			_aBeren, Divina J.
245			_aFaculty performance of PEHM teachers in selected public high schools in the division of City schools, Manila: _ban assessment/ _cDivina J. Beren.
260			_aParañaque City: _bOlivarez College, _c2001.
502			_aMaster Thesis
520			_aTeachers plays very vital role in the delivery of the basic educational services in the various subject areas as well as its interrelated programs. As such, much is expected of the teachers in the teaching-learning process. Knowing the role of the teachers, including their authority and responsibility is not only important but indeed a compelling necessity. For indeed, teachers can only execute their functions and duties well if they know their roles and responsibilities, if they know their directions and mission, and if they know what they are doing or trying to do in relation to their work objectives, targets, and goals. It stands to reason therefore, that teachers must have sufficient preparation, training and experience required of their positions without which the teaching-learning process could be endangered of badly wanting and suffering a possible failure and frustration. The Physical Education, Health and Music (PEHM) is a subject area that has been the subject of some kind of criticisms. Many underestimate the teachers teaching PEHM because they believed that what these teachers know are a handful of games, music, dances, exercises and sports. Many do not know that these teachers who are teaching PEHM have a wide and broad background of scientific knowledge derived from such sciences as anatomy, kinesiology, physiology, sociology, psychology, psychiatry, physiotheraphy anthropometry, anthropology, etc. Likewise, PE, Health and Music are not purely the learning of activity skills simultaneously, cultural, sociological knowledge are learned with them.
650			_aPhysical Education.
650			_aTeachers Competence.
650			_aPersonality & Human Relations.
942			_cTHES _jT 370 2001
999			_c9590 _d9590