IMPACT OF CONTINUING PROFESSIONAL DEVELOPMENT OF CERTIFIED PUBLIC

ACCOUNTANTS ON PERSONAL GROWTH AND PROFESSIONAL COMPETENCE

A Thesis Presented to the Faculty Of

College of Business Administration and Accountancy
Baliuag University
Baliwag, Bulacan

In Partial Fulfillment of the Requirements in the Subject Management Consultancy

For the Degree of Bachelor of Science in Accountancy

By:
Angeles, Diana P.
Butuhan, Clarisse Ann V.
Calderon, Joy Angelica M.
De Jesus, Mary Grace A.
Dela Cruz, Shayne S.
Erespe, Larra Ellaine C.
Macapagal, Filipinas C.
Merced, Madeleine C.
Milasky, Trisha Angela G.
Salvador, Reicee Ann P.
San Miguel, Jedah T.
Sayco, Pamela Angelica D.
April 2019
 ii

APPROVAL SHEET

This thesis hereto entitled: Impact of Continuing Professional Development of Certified

Public Accountants on Personal Growth and Professional Competence, prepared and submitted

by the proponents, in partial fulfilment of the requirements in the subject Management

Consultancy for the degree of BACHELOR OF SCIENCE IN ACCOUNTANCY has been

examined and is recommended for acceptance and approval for ORAL EXAMINATION.

MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

Research Professor Adviser

Approved by the Committee on Oral Examination conducted on

MR. ROLANDO R. CALMA

Chair

MRS. ELENITA MAGLAQUE

Member

Accepted in partial fulfilment of the requirements for the degree of BACHELOR OF SCIENCE
IN ACCOUNTANCY

MRS. WILHELMINA L. NEIS, CPA

Dean
College of Business Administration and Accountancy
 iii

CERTIFICATE OF ORIGINALITY

We hereby declare that this study entitled “Impact of Continuing Professional

Development of Certified Public Accountants on Personal Growth and Professional

Competence” is our own work and to the best of our knowledge, except to the extent of

assistance from others in the format, presentation and linguistic which are properly cited or

recognized. Furthermore, all materials from previous works or any other materials previously

written that are used in the study were duly cited or recognized in the study

Angeles, Diana P. Macapagal, Filipinas C.

Butuhan, Clarisse Ann V. Merced, Madeleine C.

Calderon, Joy Angelica M. Milasky, Trisha Angela G.

De Jesus, Mary Grace A. Salvador, Reicee Ann P.

Dela Cruz, Shayne S. San Miguel, Jedah T.

Erespe, Larra Ellaine C. Sayco, Pamela Angelica D.

(Candidates)
April 2019

MR. LUISITO V. CORREA, JR. MR. GLEN DE VERA DE LEON

Research Professor Adviser
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CERTIFICATE OF THE STATISTICIAN

This is to certify that I have provided the statistical treatment and data analysis of the

thesis entitled:

“Impact of Continuing Professional Development of Certified Public Accountants

on Personal Growth and Professional Competence”

Researchers:
Angeles, Diana P.
Butuhan, Clarisse Ann V.
Calderon, Joy Angelica M.
De Jesus, Mary Grace A.
Dela Cruz, Shayne S.
Erespe, Larra Ellaine C.
Macapagal, Filipinas C.
Merced, Madeleine C.
Milasky, Trisha Angela G.
Salvador, Reicee Ann P.
San Miguel, Jedah T.
Sayco, Pamela Angelica D.

ENGR. FRANCIS JOHN C. GOTOMANGGA

Statistician
(0926) 221-4797
Contact Number
 v

ACKNOWLEDGEMENT

The researchers wish to acknowledge, with profound gratitude and deepest appreciation, the

following people who helped us to make this research possible:

Mr. Luisito Correa, Jr. CPA, for the support and guidance that is material to the

completion of this research. For entertaining all the ideas of the researchers with great

enthusiasm.

Mr. Glen De Vera De Leon, CPA, for his unselfish guidance and timely suggestion while

the researchers are proposing this study.

Engr. Francis John Gotomanga, for his statistical services that made it possible for the

researchers to discuss and answer the hypothetical questions of this study leading to its

completion and conclusion.

The parents and guardians of the researchers, for giving them financial and emotional

support while doing this research.

And above all, “The Almighty God”, for His guidance and for sustaining the researchers

throughout the process.

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DEDICATION

The researchers dedicate this study to our Almighty God, the source of our wisdom,

knowledge and strength. He is the reason for their motivation and the inspiration towards

attaining their objectives.

The researchers also dedicate this work to their parents and friends who stood by to ease

their burden throughout the phase of this study and for the help and support during the most

challenging times.

To their professors who guided them from the beginning to the end of this study. Lastly,

to their respective respondents, the Certified Public Accountants from different accounting firms

in Bulacan, for sharing time and information that is necessary to finish this study.

- The Researchers
 vii

ABSTRACT

The purpose of this quantitative- descriptive study is to determine the impact of

Continuing Professional Development (CPD) on personal growth and professional competence

of independent Certified Public Accountants (CPAs) in public practice in Bulacan. This study is

composed of diverse variables to serve as building components that will enable the researchers to

meet its purpose. In order to fully comprehend the implications of completing and complying

with the CPD requirements in the CPA profession that is a timely and relevant concern of CPAs

in the present time, this study is focused on the effect of CPD compliance which has a high

degree of influence to the following factors: personal competence, personal skills enhancement,

professional ethics and values, and professional skills. A total of 19 CPAs in public practice in

Bulacan were chosen as the respondents of this study. Respondents were CPAs fairly distributed

as to age, sex, sector connected, year working and credit unit earned. The study covered the year

2018. The paper employed descriptive-quantitative design and used a validated, self-construct

questionnaire as instrument. Results were analyzed to determine the relationship between the

independent variable and dependent variable through Spearman's rank correlation and One way

Anova. Variables under personal growth and professional competence showed a “Very High”

degree of relation to CPD compliance. Factors that fall under demographics showed no

significant difference in the level of CPD compliance except the age of the respondents. The

results suggest that CPD compliance has a significant impact on personal growth and

professional competence of CPAs in public practice around Bulacan.

Keywords: continuing professional development, certified public accountants, personal

growth, professional competence, demographics.

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TABLE OF CONTENTS

TITLE PAGE …………………………………………………………….…….… i

APPROVAL SHEET ……..……………………………………………………… ii

CERTIFICATE…………………………………………………………………… iii

ACKNOWLEDGMENT ………..………………………………………..……… v

DEDICATION …………………………..……………………………….……… vi

ABSTRACT ………………..…..…..……………………………….…………….. vii

TABLE OF CONTENTS ………………………..……………………….………. viii

LIST OF TABLES……………………………………………………………...... xi

LIST OF FIGURES……………………………………………………………… xii

LIST OF APPENDICES………………………………………………………… xii

CHAPTER

I. INTRODUCTION

The Problem and its Background……………………..……………..…………… 1

Significance of the Study …………………………………………..……………. 6

Review of Related Literature ……………………………..……..………………. 8

Theoretical Framework…………………………………………………………... 22

Conceptual Framework………………………………………………................... 23

Statement of the Problem………………………………………………………… 25

Hypothesis of the Problem……………………………………………………….. 26

Definition of Variables…………………………………………………………... 27

Scope and Delimitation …………………………………..……...………………. 29

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II. RESEARCH METHODOLOGY

Research Design………………………………………………………………… 31

Participants and Sampling Procedures………………………………………….. 33

Instrument…………………………………………………………………......... 33

Data Gathering Procedure ……………………………….................................... 34

Data Analysis and Statistical Treatment of Data...……...……...................... 35

III. RESULT AND DISCUSSION

Demographic Profile of Surveyed CPAs……………………………………….. 40

Mean and Mean Interpretation of CPD Compliance……………………………. 43

Mean and Mean Interpretation of Personal Growth- Personal Competence and

Personal Skills…………………………………………………………………... 44

Mean and Mean Interpretation of Professional Competence- Professional Skills

and Professional Ethics and Values…………………………………………….. 45

Significant Difference Between Level of CPD Compliance and Demographic

Profile………………………………………………………………………….... 46

Significant Relationship Between Level of CPD of Compliance and Personal

Growth…………………………………………………………………………… 47

Significant Relationship Between Level of CPD Compliance and Professional

Competence……………………………………………………………………… 48

IV. SUMMARY, CONCLUSIONS AND RECMMENDATION

Summary of Results………………………………………………….......... 49

Conclusions…………………………………………………………............ 50
 x

Recommendations…………………………………………………………. 52

REFERENCES……………………………………………………………. 54

APPENDICES……………………………………………………………... 63

CURRICULUM VITAE………………………………………………… 91
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LIST OF TABLES

Table
Description Page
No.

1 Interpretation of Likert Scale 36

2 Interpretation of Positive Spearman Rho Coefficient and Correlation 37

3 Interpretation of Negative Spearman Rho Coefficient and Correlation 37

4 Demographic Profile of Surveyed CPAs 40

5 Mean and Mean Interpretation of CPD Compliance 43

6 Mean and Mean Interpretation of Personal Growth- Personal Competence 44

and Personal Skills

7 Mean and Mean Interpretation of Professional Competence- Professional 45

Skills and Professional Ethics and Values

8 Significant Difference Between Level of CPD Compliance and 46

Demographic Profile

9 Significant Relationship Between Level of CPD of Compliance and 47

Personal Growth

10 Significant Relationship Between Level of CPD Compliance and 48

Professional Competence
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LIST OF FIGURES

Figure
Description Page
No.

1 Conceptual Framework 23

2 Flowchart of Statistical Procedures 39

LIST OF APPENDICES

Appendix Description Page

A Sample Request Letter Sent to Municipalities and Responded Received 63

B Sample Request Letter to Municipally Registered Accounting Firm and 66

Responded Received

C Survey Intrument 68

D BOA- CPD AMMENDMENT (2019) 73

E BOA-CPD 83
 CHAPTER I

INTRODUCTION

This study aims to determine the impact of Continuing Professional Development (CPD)

of Certified Public Accountants (CPAs) practicing their profession in different accounting firms

around Bulacan to their personal growth and professional competence. The paper is divided into

three chapters. Chapter I presents the background of CPD, theoretical and conceptual framework

to be used, statement of the problem, hypotheses formulated, and its scope and limitations of the

study. Chapters II and III are discussed later in the study.

The Problem and its background

CPD in the Globalized Environment. The International Education Standard (IES)

prescribes the Continuing Professional Development (CPD) required for professional

accountants to develop and maintain the professional competence necessary to provide high

quality services to clients, employers, and other stakeholders, and thereby to strengthen public

trust in the accountancy profession. (IES 7)

The IES is addressed to International Federation of Accountants (IFAC) member bodies.

IFAC member bodies have a responsibility for the CPD of professional accountants as set out in

the requirements of IES. In addition, the IES will be helpful to professional accountants,

employers, regulators, government authorities, educational organizations, and any other

stakeholders who support the CPD of professional accountants. (IES 7)

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CPD is a recognition and eligibility requirement in bilateral, regional or international

agreements, such as in the Association of Southeast Asian Nation Mutual Recognition

Agreements (ASEAN MRA), that facilitate the mobility and cross border practice. (Professional

Regulation Commission (PRC), 2019) The ASEAN MRA for Accounting Services made it

necessary for professional accountants to keep and maintain competitiveness vis-à-vis their

Southeast Asian counterparts, in view of the ASEAN Economic integration. Such

competitiveness is achieved through the “continued acquisition and updating of knowledge, the

honing of skills, and lifelong learning” (Board of Accountancy (BOA), 2016, p.2).

According to the study conducted by Friedman and Phillips (2004), although CPD was

regarded primarily as a means of maintaining competence, more than half of the employees

interviewed indicated that they do (or would do) CPD as much for personal development and

interest as for professional development. Thus, CPD promises to deliver strategies of learning

that will be of benefit to individuals, foster personal development, and produce professionals

who are flexible, self-reflective and empowered to take control of their own learning. This

emphasis on the personal, however, could conflict with concepts of CPD as a means of training

professionals to fulfil specific work roles and as a guarantee of individual, professional

competence.

Professional accountants face increased expectations to display professional competence. These

pressures apply to professional accountants in all sectors. Continuing development, maintenance

of professional competence and lifelong learning are critical if the professional accountant is to

meet public expectations. Continuous learning is integral to CPD as professional accountants

need actively to pursue the education, training, knowledge, and skills which they need to
 4

anticipate and adapt to changes in processes, technology, professional standards, regulatory

requirements, employer demands, and other areas. Because the accountancy profession operates

in an environment of change, it may be appropriate for IFAC member bodies to periodically

review their CPD policies and the application of the IES.

CPD Compliance in the Philippines. With the demands of the ever-changing

environment, the Board of Accountancy (BOA) has instituted programs to align the accountancy

profession. These programs include the accreditation of Certified Public Accountants in

academe, in commerce and industry, and in public practice; and its impact on Philippine

accountancy services; the revision of the curriculum in Accountancy education; and the

reconfiguration of the country’s CPA licensure examinations. CPD plays an important part in

enabling professional accountants to develop and maintain professional competence that is

relevant to their role.

The Philippine Institute of Certified Public Accountants (PICPA), the Accredited

Integrated Professional Organization (AIPO) of CPAs in the Philippines, has among its

objectives the promotion and maintenance of high professional and ethical standards among

accountants, the advancement of the science of accounting, and development and improvement

of accountancy education.

Republic Act (R.A) No. 10912 or the “Continuing Professional Development Act of

2016” was enacted to promote and upgrade the practice of the professional in the country and

institute measures that will continuously improve the competence of the professionals in

accordance with the international standards of practice, thereby, ensuring their contribution in
 4

uplifting the general welfare, economic growth and development of the nation. (Professional

Regulation Commission)

Among the initiatives undertaken by the BOA, the most talked about seems to be the

increase in CPD requirements from 60 units in 2016 to 120 units by 2019 for a three-year period

for all CPAs in Public Practice, Academe, Commerce and Industry and Government, and to

change the Thematic Area to Competence Areas which shall be categorized into Technical

Competence, Professional Skills and Values, Ethics and Attitudes. R.A. 10912 or the “CPD Act

of 2016” requires professionals registered with the Professional Regulation Commission (PRC)

to comply with prescribed CPD units as a prerequisite to license renewal.

According to Philippine Society of Mechanical Engineers (PSME), on February 7, PRC

issued Resolution No. 2019-1146 that outlined the new Implementing Regards and Regulations

(IRR) of the CPD Law. The document from the PRC has now been signed by Chairman Teofilo

Pilando Jr., Commissioner Yolanda D. Reyes and Commissioner Jose Y. Cueto Jr.

The new provisions will take effect by March 1, 2019. Among the significant provisions

under the new IRR is that CPD is still a mandatory requirement for the renewal of the PRC ID of

all registered and licensed professionals. Significant decrease in the number of required CPD

units for the renewal of professional license, from 45 units down to 15 units every three years.

In-house trainings and capacity-building activities of government agencies and corporations,

including local government units and private employers shall be credited and considered as CPD

compliance.
 5

The following will be observed during the transition period:

 Professionals working abroad shall not be covered by the CPD requirement

during the period of their employment abroad.

 Newly licensed professionals shall be exempted from CPD requirements for their

first renewal

 CPD councils shall reduce the required CPD units to a minimum which shall not

be more than 15 CPD units

 All seminars attended by licensed professionals should be recognized as CPD

units and shall be accepted as valid for the renewal of their licenses

 Professionals who renewed their PRC ID's by signing an Undertaking shall only

comply the required 15 CPD units, in pursuant to the Resolution.

While CPD has a noble purpose, many CPAs, especially individual practitioners, teachers

and ordinary employees, challenge the practicality and reasonableness of the extensive CPD

requirements imposed on CPAs. They contend that although the trainings are sometimes useful,

they are too tedious and often impractical, costly, redundant and time-consuming. Accessibility

for those in the rural areas (logistical and otherwise) is another issue. Despite the availability of

alternatives for earning CPD credits, many still do not have the means to avail themselves of

these options. There is the problem on the lack of reliable Internet access, the lack of resources

to pursue higher learning and the lack of time and skill to do research work.

The Board of Accountancy (BOA) has encountered a large number of CPAs who are

applying for practice accreditation but failed to meet the required number of units for CPD. As a

result, their practice is derailed and/or discontinued.

 6

This study was conducted: first, to find out the impact of CPD in the personal growth and

professional competence of CPAs in the public practice and this study is anchored on the idea

that CPD is essential to all CPAs in order to enrich and refine the professional knowledge, skills

and ethics earned by the time of qualification; and second, to add to the limited number of

studies focusing on this area.

Significance of the Study

In keeping with the times, the BOA has instituted programs to align the accountancy

profession with the demands of the ever-changing environment. This study aimed to benefit the

CPAs in public practice in maintaining and enhancing their personal growth and professional

competence. Therefore, despite some inherent limitations, CPD is an important element in

maintaining public confidence and trust. Determining the impact of Continuing Professional

Development for Certified Public Accountants would benefit the CPA Practitioners, accounting

firms and employers, CPD Providers, Accreditors and Regulators, and the public.

This study will help the professionals, particularly the CPA Practitioners, gain a deeper

understanding with regards to the impact of CPD to their personal growth and professional

competencies. They will be able to assess themselves about the benefits and advantages of

completing and attending seminars. It also seeks to determine the types of CPD activities which

CPAs have attended and their primary providers to improve the competence and capabilities of

the individual Filipino CPA and upgrade the accountancy profession.

 7

This study will contribute to the accounting firms and employers as it will help them use

this information as they encourage their CPAs to engage with the CPD program and be active

participants of it in different generations of accounting profession. Through this, CPAs can be

well equipped with relevant knowledge, values, ethics and competencies essential for personal

effectiveness and advancement.

The CPD professional training providers, accreditors and regulators may also use the

results of this study to ensure that they continually improve the implementation and

programming of CPD programs, activities, provide relevant trainings, meaningful, enriching and

responsive CPD experience to upgrade the skills of practicing CPAs.

Lastly, the public will also gain benefit from this study by assessing the competencies of

the CPAs in public practice in Bulacan. Their capabilities and how CPD requirement bring

quality accounting services and competent accountants in catering their particular service to the

public.

Overall, this study is expecting that the results will contribute a lot, not only to CPAs in

any field, but also to their respective employers and accounting firms, and the CPD Providers

and Accreditors. The findings of this study will provide important information about the impact

of CPD among CPAs. This research will also serve as a rich literature for future studies.
 8

Review of Related Literature

Continuing Professional Development. Amid the continuous formation of the global

community, Filipino professionals must seriously consider their continuing professional

education (CPE) – understood as training and development in their field of expertise and beyond.

This professional drive towards lifelong learning will keep them at least useful and productive in

their present jobs, competitive in their skills, talents, and knowledge vis-à-vis their foreign

counterparts, and potentially employable, should the risk of losing their jobs loom into the

picture. (Udani, 2002)

It is hereby declared the policy of the State to promote and upgrade the practice of

professions in the country. Towards this end, the State shall institute measures that will

continuously improve the competence of the professionals in accordance with international

standards of practice, thereby, ensuring their contribution in uplifting the general welfare,

economic growth and development of the nation. (PRC)

Professionals hold their acquired knowledge, skill or experience as a tool to show that

they can do what needs to be performed as aligned with their profession (Freidson, 2001, as cited

by Ross, 2016). That is why Khan (2012) states that all over the world the concept of CPD is

emerging and developing as a dynamic educational process to improve and upgrade one’s

professional performance.

CPD is an important activity and also a condition of membership in many professions,

including accounting. Professional accountants have a responsibility to the public, and to

professional accountants themselves, to ensure that they continue to develop and maintain the
 9

competence demanded by their professional roles and by the clients who use their services

(Paisey, Paisey & Tarbert, 2007).

Furthermore, professional accountants must ensure that they keep up to date with any

matters related to their profession. Keeping up to date has become paramount for professional

accountants since accounting knowledge continues to develop and change rapidly. (Guthrie,

2004 & Berg, 2007 as cited from Laksmi, 2014)

Mendoza (2013) stated that the requirement for CPD is suitably provided in the

Philippine Accountancy Law of 2004 which mandates CPAs in public accountancy to undergo

an accreditation process. One of the primary requirements for such accreditation is the units or

credits earned from CPD. This poses a serious consideration because of the public interest in the

practice of public accountancy.

The PICPA, the accredited professional accountancy organization by the Philippines,

PRC and IFAC member bodies implementing an “input-based approach” (IES 7) shall require

each professional accountant to complete at least 120 hours or equivalent learning units in each

rolling three-year period, of which 60 hours or equivalent learning units shall be verifiable;

complete at least 20 hours or equivalent learning units each year; and measure learning activities

to meet the above requirements.

Mendoza (2013) indicated that despite the mandate and campaign to disseminate the CPD

requirements, several CPAs still find it hard to comply. Agreed by Medenilla (2018), that any

professionals are against the legislation due to its costs since it will require them to undergo

trainings, seminars or other activities related to their profession to earn the necessary CPD units.
 10

Continuing Professional Development (CPD) does not provide absolute assurance that all

members will provide high quality professional service all the time nor will every person who

participates in CPD programs and activities obtain its full benefits because of variances in

personal and professional efficacy and motivation along with the individual’s commitment and

capacity to learn (IES 7, 2018).

Kilminster, Bradbury, Frost, and Zukas. (2012) also mentioned that current policies,

regulations and practices in CPD are frequently based on unexamined assumptions and

discounted functions of the complexities and contingent nature of actual practice. Nonetheless,

despite its inherent limits and constraints, CPD requirement, with its objectives and mechanisms,

is but imperative to maintaining public reliance and confidence to the professional’s credibility

and work quality.

As contested by the study conducted by Yap and Canceran (2017), CPD programs

enhance knowledge, strengthen technical skills and revalidate innate competencies of

professionals. CPD activities maintains professional standards and is a way to combat

professional obsolescence. It also develops a feeling of confidence and revalidates proficient

expertise. Moreover, CPD leads to job advancement and professional competence.

Based on the studies conducted by Mendoza (2013) and Tan (2016), the enabling factors

in the pursuit of CPD among CPAs are taken in different angles. First, the practicing CPAs

undertake CPD as a matter of requirement. Second, they believe that CPD is a personal initiative

of the professional. Third, they are convinced that CPD is beneficial to them. Tan (2016) states

that the contribution of CPD to career advancement of CPAs can be predicted by the credit units

earned.
 11

Exploring the link between CPD and attitude of professionals, Rothwell and Herbert

(2007) suggested that attitude to CPD is associated with learning and job commitment than age,

education and experience. The professional accountants have an important place in global

business setup; taking their technical skills into consideration, accountants need to play a

versatile role in the global economy.

As eloquently stated by Tan (2015), female CPAs were seen actively engaged in various

CPD activities which suggested that women are more predisposed to professional development

initiatives than men. In addition, according to the study of Dubois (2013), 60% of accountants

were females but in 2008, 77% of CPA firms’ partners are male. (Gold, Hunton & Gomaa,

2009). However, it was found out on the study of Tan (2016) that there was no significant

difference in the contribution of CPD between the male and female group. The statistical

variance showed that sex has no impact over the level of CPD contribution. Furthermore, he

claimed that younger accountants are those who are new to the practice give more attention to

CPD than those who are older and have longer experience in the practice of accounting.

Benefits of Attending CPD Program. In today’s climate and with the existence of a

mandatory CPD scheme, learning can be of most benefit to accountants throughout their careers.

It does so by considering patterns of learning in the accountancy profession and the roles of CPD

and lifelong learning, looking at how the learning experiences of accountants can be used to

benefit each other. (Lindsay, 2013)

Lee, Reed, and Poulos (2010) concluded that most participants in their study were

motivated to attend CPD activities because they believe that these activities will provide them

new knowledge. Furthermore, Allinson (2010) as cited from Laksmi (2014) mentioned that CPD
 12

is also implemented to the mutual benefits of the individual professional, employers, the

profession, and society as a whole.

According to Khan (2012), with CPD we will be able to identify our gap in knowledge

and experience. CPD makes our working life more interesting and can significantly increase our

job satisfaction and prevent ‘burn out’. Through CPD, you’re able to see how far you’ve come,

reflect on what you’ve learned and plug up any gaps in your knowledge or experience. Learning

about multiple aspects of your career is not only beneficial for your future, but for your morale

and confidence too. Engaging in CPD ensures that your qualifications never become outdated.

You can continually upskill yourself and update your existing skills, no matter your age,

occupation, or educational level. (Oxbridge Academy, 2017)

Companies benefit from the updated skills or knowledge of their employee as well as in

keeping a reputation that their employees have active licenses. This also ensures the continuous

growth and advancement of their very own fields. (Sunio, 2018)

However, based on the study conducted by Mendoza (2013), the benefits gained from

CPD have not been directly affecting the CPAs in public accountancy practice. While they can

derive different forms of benefits, these are not the primary enablers of their engagement or

participation in CPD.

Personal Growth. Broadly, we might define personal growth as the subjective experience of

change, in behaviors, thoughts, and feelings which are in turn experienced as adaptive.

According to Ryff (2008) as cited by Geise (2008), personal growth reflects directed engagement

in continual development, openness towards novel events and people, and effortful expansion

and improvement, all in the pursuit of reaching high towards one’s potential.
 13

A CPD record provides essential insights in relation to a professional’s lacking or

insubstantial skills, thus giving one a chance to address a self-recognized area for improvement

(Hill, 2013). CPD also enables practitioners to achieve more efficient and effective performance

in current and future roles (Friedman & Phillips, 2004)

In the study of Gaine (2002), the effect of CPD on growth can be generally seen as

positive. Some aspects of their professional practice have been positively affected by their

trainings. This finding was opposed by Davies and Preston (2006), who says that impact on

personal growth was more varied, diverse, and difficult to summarize. It appears that the time

commitments of CPD sometimes caused guilt in the participants, and stresses and strains in

personal life.

Tames (2012) indicated that CPD did not have direct impact on the practice of profession

but rather on personal faculties. On matters of career growth and satisfaction, North (2008)

pointed out that it is both a continuing process and a personal responsibility.

Personal Skills Enhancement. In a globalized business and employment world and with

advances in technology, the issue of employability skills has become increasingly important over

the years. Interpersonal skills are very important for accountants. The literature indicates that this

is the skill with the greatest gap as identified by graduates, employers and academics. (Tan &

Fawzi, 2017).

Professional accountants of the future will need to develop and demonstrate the ability to

combine their technical knowledge, skills and abilities with interpersonal behaviors and qualities.

The practice of accounting and the competencies professional accountants require are also being

reshaped by trends in digital technologies and their impact on business. (Brand, 2016)
 14

Based on the study of Kgpola (2015) the one particular skill that is mentioned as a must

for graduates is communication skills because in every aspect of their job they need to be able to

communicate whether verbal (making presentations, consultations with clients) or written

(writing reports, business letters).

As a professional, we have a responsibility to keep our skills and knowledge up to date.

The credibility of our profession is based on the willingness of each professional to embrace new

skills, knowledge and experience. Such skills include management, education and training,

information technology, audit, communication, team building and others. As a profession we all

need to be self-confident enough to embrace a culture of continuing education and development,

peer review, appraisal, and revalidation. Therefore, CPD should go beyond the acquisition of

knowledge and aim to impact on performance. (Khan, 2012).

Personal Competence. Mendoza (2013) stated that the overall objective of any learning

activity is the development of competence. The IFAC defines competence as the ability to

perform the tasks and roles expected of a professional accountant, both newly qualified and

experienced, to the standards expected by employers and the general public. Thus, competence is

being able to perform a work role to a defined standard with reference to real working

environments.

Competencies are essential for carrying out personal and professional activities successfully.

A mixture of knowledge, skill, attitudes, and personal characteristics guides the professional

behavior. Information, skill, and attitudes as per demand of profession are called competencies

(Schaaf, Stokking & Verloop, 2003)

 16

Based on the result of study of Tan (2016), the statistical mean average was 1.33

interpreted as negligible. The result showed that CPD bears no significant impact to personal

competencies that could lead to intrinsic transformation of the accountant (Tames, 2012).

Needless to say, the insignificant statistical value for personal competencies shows that the

concentration and programming of CPD is to develop chiefly professional capacities and not

personal qualities.

Professional Competence. Professional competence is the ability to perform a role to a

defined standard. Professional competence goes beyond knowledge of principles, standards,

concepts, facts and procedures; it is the integration and application of learning outcomes for: (a)

technical competence, (b) professional skills, and (c) professional values, ethics, and attitudes.

(IES 7)

A competency is more than just knowledge or skills. It involves the ability to meet

complex demands, by drawing on and mobilizing psychosocial resources (including skills and

attitudes) in a particular context. (Ontario, 2016)

In the current social climate, there is an increasing demand for competence among all

groups of professionals. A commonly felt need for every professional is the ability to carry out

his or her duties according to the highest possible standards of character and competence. One

essential way to meet this need for professionals is to engage in continuing learning. (Lalitha,

2005)

Maintaining professional competence allows individuals to continue to learn throughout

their career, to develop their technical skills, and to keep pace with accountancy changes and
 16

innovations. It is important to consider whether professional competence is maintained in a

structured or unstructured way since professional accountants generally have CPD requirements

that may need to be verified. (International Bank for Reconstruction and Development, 2016)

These participants of CPD perceive competence as an ability to serve the needs of clients

and to ensure that appropriate judgement is made and communicated surrounding predominantly

technical matters. Complete structured and formal CPD, maintain their own learning technical

repositories and engage with their professional firm’s network of expertise. (Murphy, 2016)

An accountant’s competence is not only embedded in professional qualifications but also

the ability to deliver quality services carefully by considering professional skill and capability.

(Amponsah, Boateng, & Onuoha, 2016). Furthermore, the Envisage International Corporation

[US] (n.d.), states that to be able to provide their services to the general public he/she must be a

licensed certified public accountant. Irving (2012) said, the younger are perceived to be recently

qualified, and therefore have less or no experience than their older counterparts.

Flatley and Weber (2004) states that CPD is required not only in order to improve skills

and knowledge, but also as a component of professionalism that can lead to promotion and

tenure. According to Paisey et al. (2007), 20% of the accountants need to participate in technical

activities to upgrade their professional status, which means that 80% of them find CPD help

them improve their competencies.

As studied by Tan (2015), results showed that most of the CPAs surveyed earned very

low credit units from period 2010 to 2013 and that the participation was overwhelmingly on

level one or minimum. This disconcerting condition can be explained by the fact that many
 20

CPAs still do not understand the objectives of CPD and find no relevance of it to current work

and professional growth. He also mentioned that in many instances, CPD failed to achieve its

objectives and rather becomes futile because the motivation behind participation is plain

compliance to regulatory and policy requirement than skills development and lifelong learning.

As contested by Mendoza (2013), cited in the study of Sangsawang (2011), he found out that

CPD had positive effect and influence to Thai accountants' work success.

Professional Regulatory Commission (2016) in Section 2. Thematic Areas of CPD

activities shall be charged to Competence Areas- Thematic Areas of CPD activities shall be

charged to Competence Areas in order to align with the International Educations Standards. It

shall be divided into three (3) major categories; (a) Technical Competence, (b) Professional

Skills, and (c) Professional Values, Ethics & Attitudes, and which shall include the following

areas, with the corresponding required verifiable units starting 2017:

A. Technical competence

1. Standards Applicable to the Professional Practice which include but are not limited to

the following;

a. Current and recent issuance on the respective area of practice of the profession, e.g.

those from the standard-setting bodies on:

• Financial Accounting and Reporting

• Assurance and Auditing

 21

• Related practice statements and interpretations; and

• Pronouncements related to Taxation, depending on the area of practice of the

professional

b. IFAC Pronouncements issued through IFAC member bodies

B. Professional Skills

1. Professional development activities that enhance the CPA’s intellectual, inter-personal,

communication, personal and organizational skill, which include but are not limited to:

a. Oral and written communication;

b. Presentation, negotiation and facilitation skills;

c. Teamwork enhancement;

d. Personality and social graces;

e. Decision-making, leadership, management and supervision;

f. Conflict resolution, cultural immersion programs, time and resources management,

work or process innovation and problem-solving skills;

g. For CPAs in the education sector, teaching techniques and other education-related

CPD learning activities

 21

Technical Competence. Technical competencies are behaviors directly related to the

nature of training and the technical proficiency required to exercise effective control. (Skybrary,

2013)

Bahador (2012) says that technical competencies are imperative for accountants to

perform their tasks and constitute IT skills, IT experience, management skills (in particular

project management) and conceptual skills. These skills, on one hand, aid the routine business

activities related to accountants’ work, and on the other hand, it help them create an environment

where these technologies operate at their optimum level for the strategic internal and external

advantage of the business.

Competence needs to be related to performance because the use of skills, knowledge and

attitudes in professional action expresses the possession of competence. The development of

numeracy skills in persons who have no affinity with numbers is time-consuming and expensive,

and organizations which have to hire workers for jobs with high levels of numeracy skills tend to

select on these skills rather than try to develop these. (Mulder, 2011)

These technical competencies are developmental and with the increasing complexity of

economic and social relationships, the accountant will be called upon more and more as a

management consultant, as a controller, or even as a middle or top manager (Epstein & Hundert,

2002).

Professional Skills. Tan and Fawzi (2016), in their study said that environment in which

accountants work is rapidly changing particularly with advances in information technology and

globalization of economies. Educational standard indicates the level of professional skills needed
 21

to perform the role of a professional accountant and classifies the skills under four competency

areas: intellectual, interpersonal and communication, personal, and organizational.

Yucel and Solak (2012) stated that CPAs with higher self-esteem have higher work

performance perception. They might be able to perform better in a job if they were filled with

skills and knowledge needed in the ever-changing standards and environment of their profession.

Professionals in addition to the technical skills required for an accounting career, also

need to develop social or emotional intelligence. This can be accomplished by helping them to

equip themselves with professional skills like writing, speaking out, presenting, decision making

and teamwork (Golemon, 2007 as cited by Kermis, 2010).

Professional Ethics and Values. Ethics as defined by the Center for the study of ethics in

profession (2017), ethics refers to a set of rules that describes acceptable conduct in society.

Ethics serve as a guide to moral daily living and helps us judge whether our behavior can be

justified. They also indicated that ethics refers to society’s sense of the right way of living our

daily lives. It does this by establishing rules, principles, and values on which we can base our

conduct. The concepts most directly associated with ethics are truth, honesty, fairness, and

equity.

For the purposes of the study of Bealman (2013), ethical decision-making preparedness

was defined as adequate combination of accounting ethics education, accounting technical skills

education, applicable learning activities, and suitable instructional methodologies to assist the

CPA in identifying potential ethical dilemmas, alternative solutions, and reaching the action

perceived.
 21

As stated by Jaijairam (2017), ethics in accounting is mainly known as applied ethics,

which strongly emphasizes human and business ethics, judgments, moral values, and their

application in accountancy. Generally, the major ethical drivers of accounting are an appropriate

practice and a good standard of professionalism, as right versus acceptable.

The ethical responsibility within the business world is not holistic but lies under the

particular context of ethical behavior. A majority of the corporations in the world have instituted

ethical issues in the accounting processes, which increases the potential for conflict of interest.

Breach of ethical rules within the corporate finance practice, through financial misstatements,

usually damages an organization’s reputation, customer satisfaction levels, and the trust of

investors on the company. (Micewski & Troy, 2006 as cited from Jaijairam, 2017)

According to Brinkman, (2002) as cited from Jaijairam, (2017), the development of

ethical codes within organizations can secure the fidelity of business transactions and financial

processes, which in turn, affect employee performance, relationship, and credibility of the

company.

Unethical behaviors not only degrade the reputation and credibility of an individual, but

the company as well, increasing the likelihood of criminal activities that could result in the

decrease in profit levels (Sims, 2003).

Being ‘professional’ was a status conferred by recognized bodies which also required

commitment to codes of conduct or codes of ethics, which in turn influence professional

behaviors and commonly professional development activity. (Macfarlane, 2001

 22

Theoretical Framework

Republic Act No. 10912

“An Act mandating and strengthening the Continuing Professional Development Program

for all regulated professions, creating the Continuing Professional Development Council, and

appropriating funds therefor, and for other related purposes” This Act shall be known as the

Continuing Professional Development Act of 2016. It is hereby declared the policy of the State

to promote and upgrade the practice of professions in the country. Towards this end, the State

shall institute measures that will continuously improve the competence of the professionals in

accordance with the international standards of practice, thereby, ensuring their contribution in

uplifting the general welfare, economic growth and development of the nation.

The CPD Programs in each of the regulated professions aims to enhance and upgrade the

competencies and qualifications of professionals for the practice of their professions, ensure

international alignment of competencies and qualifications of professionals through career

progression mechanisms leading to specialization/sub-specialization, ensure the development of

quality assured mechanisms for the validation, accreditation and recognition of formal, non-

formal and informal learning outcomes, including professional work experiences and prior

learning, ensure maintenance of core competencies and development of advanced and new

competencies, in order to respond to national, regional and international labor market needs; and

Recognize and ensure the contributions of professionals in uplifting the general welfare,

economic growth and development of the nation.

 23

Holistic Horizontal Model

In alignment, Holistic horizontal model aimed to meet three dimensions of needs of CPD

attendees at every stage of their career. These dimensions are the organizational, the professional

and the personal dimensions. The first dimension – organizational — refers to needs of CPD

attendees as corporate members, that is, as part of the corpus of the organization they belong.

The second, the professional dimension, focus on the professional needs related to particular

positions and corresponding roles, duties and responsibilities. The third, the personal dimension,

refers to the spiritual and the mundane needs of CPD attendees as persons/human beings. This

holistic model ensures a balance of activities delivered through dialogue, discussion and

coaching (Tumapon, 2015).

Conceptual Framework

The Conceptual framework explains graphically and in narrative form, the primary things

to be studied—the variables—and the presumed relationships among them. The independent

variable is the level of CPD compliance which is needed for the growth and development of

professionals while the dependent variables are the following factors that may be affected due to

level of CPD compliance.

The next figure to be shown is the three hypotheses to be tested. The first hypothesis

determined if there is a significant difference on the level of CPD compliance when the

demographics is considered. Conversely, the two other hypotheses will determine if there is an

existing relationship between the level of CPD compliance and the Personal Growth and

Professional Competence respectively.

 24

Figure 1: Conceptual Framework

1. Demographics of the
respondents
1.1 Gender
1.2 Age
1.3 Highest Qualifications
1.4 Years in Public Practice
a.

Ho-1

Level of CPD Compliance

Ho-2 Ho-3

3. Professional Competence
2. Personal Growth
3.1 Professional Skills
2.1 Personal Competence 3.2 Professional Ethics and
2.2 Personal Skills Values
Enhancement
 25

The Ho -1 will determine if there is a significant difference in the level of CPD

compliance when the demographic profile of the respondents such as age, gender, qualifications

and years in public practice is considered. On the other hand, Ho -2 will be able to prove if there

is an existing significant relationship between the level of CPD compliance and Personal Growth

as determined by Personal Competence and Personal Skills Enhancement. Lastly, Ho-3 will

determine if there is an existing significant relationship between the level of CPD compliance

and Professional Competence as determined by Professional Skills and Professional Ethics and

Values.

Statement of the Problem

The overarching goals of the CPD is the promotion of general welfare and interest of the

public in the course of delivering professional services through the inculcation of advanced

knowledge, skills and ethical values (PRC,2013 p.2). The CPD is made a mandatory requirement

in the renewal of the PICs of all registered and licensed professionals under the regulation of the

PRC (Republic Act 10912, p.8).

This study aims to investigate the impact of the Continuing Professional Development for

CPAs in public practice employed in Bulacan on personal growth and professional

competencies. Therefore, this study sought to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Gender

1.2 Age
 26

1.3 Highest Qualifications

1.4 Years in public practice

2. What is the level of compliance of the respondents in CPD programs?

3. What is the level of impact of CPD to:

3.1 Personal Growth

3.2 Professional Competence

4. Is there a significant difference in the level of compliance of CPD by CPAs in public

practice when demographic profile is considered?

5. Is there a significant relationship between level of compliance of CPD by CPAs in public

practice to personal growth?

6. Is there a significant relationship between level of compliance of CPD by CPAs in public

practice to professional competence?

Hypothesis of the Study

The following hypotheses were tested in this study to know the impact of the Continuing

Professional Development for CPAs in public practice employed in Bulacan on personal growth

and professional competencies:

Ho-1: There is no significant difference in the level of compliance when the following are

considered:

1.1 Gender

1.2 Age
 27

1.3 Highest Qualifications

1.4 Years in Public Practice

Ho-2: There is no significant relationship between the CPD compliance and personal growth as

determined by:

2.1 Personal Competence

2.2 Personal Skills Enhancement

Ho-3: There is no significant relationship between the CPD compliance and professional

competence as determined by:

3.1 Professional Skills

3.2 Professional Ethics and Values

Definition of Variables

Continuing Professional Development (CPD) - it refers to the inculcation of advanced

knowledge, skills, and ethical values in a post-licensure specialization or in an interdisciplinary

or multidisciplinary field of study, for assimilation into professional practice, self-directed

research and/or lifelong learning.

CPD Compliance – this term, as used in study, refers to the efforts undertaken by the CPA to

meet the required number of units for the continuing professional development through

attendance to seminars, trainings, and other activities provided by CPD-accredited agencies, in

order to renew their license.

 28

CPD Program – it refers to a set of learning activities accredited by the CPD Council such as

seminars, workshops, technical lectures or subject matter meetings, non-degree training lectures

and scientific meetings, modules, tours and visits, which equip the professionals with advances

knowledge, skills and values in specialized or in an inter- or multidisciplinary field of study, for

assimilation into professional practice, self-directed research and/or lifelong learning.

CPD Provider – it pertains to a natural or juridical person accredited by the CPD Council to

conduct CPD programs.

Personal Competence – it is the ability to perform the tasks and roles expected of a professional

accountant, both newly qualified and experienced, to the standards expected by employers and

the general public.

Personal Growth- It involves the growth and enhancement of all aspects of the person and their

effectiveness in living. It includes the development of positive life skills and the development of

a realistic and healthy self-esteem.

Personal Skill Enhancement - provides the opportunity and knowledge for a client to develop

and strengthen the necessary skills to gain, maintain, and advance in a chosen area.

Professional – it refers to a person who is registered and licensed to practice a regulated

profession in the Philippines and who holds a valid Certificate of Registration and Professional

Identification Card (PIC) from the Professional Regulation Commission.

Professional Competence - The capability to perform the duties of one’s profession generally, or

to perform a particular professional task, with skill of an acceptable quality.

 28

Professional Ethics- Professionally accepted standards of personal and business behavior, values

and guiding principles. Codes of professional ethics are often established by professional

organizations to help guide members in performing their job functions according to sound and

consistent ethical principles.

Professional Skills - Educational standard indicates the level of professional skills needed to

perform the role of a professional accountant and classifies the skills under four competency

areas: intellectual, interpersonal and communication, personal, and organizational.

Professional Value - it can be defined as those things that are important to or valued by someone.

Scope and Delimitation

The primary objective of this study is to ascertain the impact of CPD of CPAs to personal

growth and professional competence. It aims to know the significance of considering the

demographic profile of the respondents to the level of compliance and the relationship between

CPD compliance with regards to personal growth and personal competence. The researchers

limited the study to the CPAs in public practice currently employed and registered on selected

cities and municipalities in Bulacan. It does not include CPAs working in other sectors such as

commerce and industry, academe and government. This study does not include those CPAs in

public practice that are working outside of Bulacan.

Another limitation of this study is the instrument used. The respondents are required to

provide demographic information in the first part of the questionnaire which is limited to gender,

age, qualification and years in public practice. Furthermore, this study included the use of Likert

Scale which is limited to four point choices of corresponding answers mainly; strongly disagree,
 30

disagree, agree and strongly agree and the use of One-way ANOVA to determine if there is a

significant difference in the level of compliance to certain factors.

Variations of results may occur when a different set of respondents was queried and

different statistical treatments are used.

This study does not incorporate the evaluation of performance of the firms where the

respondents are associated with but rather focused only on the individual performance of the

CPA himself with regards to organizational, professional and personal dimensions.

 32

CHAPTER II

RESEARCH METHODOLOGY

This chapter gives an outline of research methods that were followed in the study. It

provides information on the chosen respondents, the criteria for inclusion in the study, the place

and sampling process. The researchers described the appropriate research design that was chosen

for the purpose and the rationale behind it. It also includes the instrument that is used for data

collection, the procedures that were followed to carry out this study and the methods used to

analyze the data.

Research Design

This study used quantitative- descriptive research design. Quantitative research design is a

formal, objective, systematic process to describe and test relationship among variables. This

thesis study employs such quantitative design, makes use of the survey method through a

structured questionnaire to collect primary data. Meanwhile for the purpose of this research the

Descriptive Research approach is used. The term descriptive research refers to the type of

research question, design, and data analysis that will be applied to a given topic that tells what it

is. Descriptive research involves gathering data that describe events and then organizes,

tabulates, depicts, and describes the data collection (Glass & Hopkins, 1984 as cited by Corcuera

et al., 2017). Descriptive research is used to find information about the present status of the

personal growth and professional competencies of Certified Public Accountants to describe what

relation exists with respect to variables or conditions in a situation.

 32

Moreover, this study used a deductive research approach. According to Wilson (2010),

deductive approach constitutes developing of an assumption based on existing theories and

forming a research plan to test the assumption. When a deductive method is applied for a

research project, the author formulates a set of hypotheses that need to be tested and next, using a

relevant methodology, tests the hypothesis (Zalaghi and Khazaei, 2016). A deductive approach is

adopted as the research questions and objectives have been developed from an understanding of

the relevant theories on impact of CPD of CPA on their personal growth and professional

competencies. Under this approach, theoretical propositions will be tested using collected

quantitative data to describe and explain the possible causal relationships between the variables

under study.

Furthermore, the determination of relationship between the independent variable and

dependent variable was done through Spearman's rank correlation and One way Anova.

Sedgwick (2012) define Spearman’s rank correlation coefficient is a non-parametric equivalent

to Pearson’s correlation coefficient. Spearman’s rank correlation coefficient

is used as neither variable was distributed normally nor one of the variables was discrete or was

measured on an ordinal scale is calculated. According to Ostertagova and Ostertag (2013)

Analysis of variance (ANOVA) is a statistical procedure concerned with comparing means of

several samples. A one-way analysis of variance is used when the data are divided into groups

according to only one factor. The purpose is to test for significant differences between class

means, and this is done by analysis the variances. In this study the association and significant

difference between the impact of CPD on CPA on their personal growth and professional

competence is measured.
 33

Participants and Sampling Procedure

A survey questionnaire was used as data gathering instrument. This study focused on a

specific group of respondents primarily the Certified Public Accountants in public practice

around Bulacan. A total of 19 responses were received, whereas 15 companies declined to

answer or cannot be located nor can be reached through emails or phone numbers. The target

population was professional accountants registered to their respective city or municipality. The

accounting firms considered are in accordance with each town municipality in Bulacan list of

accredited accounting firms as of February 2019 where the firm is located. A Stratified Random

Sampling was used in the study. According to Shi (2014), stratified sampling means dividing the

parent population into several types or layers and then sampling randomly from each layer, not

sampling randomly directly from the parent population. The advantage of this method is it

narrows the difference between different types of individuals through classification, which is

conducive to extracting representative samples and reducing the sample size. This method of

sampling involves the division of a population into a smaller groups known as strata and are

formed based on members shared attributes or characteristics.

Instrument

The questionnaire was administered using Likert Scale style questions given to respondents. This

enabled the researchers to assess the contribution of CPD to public accountants in their personal

competencies and professional growth. This was done on a four-point Likert scale ranging from

1 ( Strongly Disagree ) to 4 ( Strongly Agree ) to improve validity, the questionnaire was also

screened by a statistician. Descriptive analysis was used to know the descriptive information of
 34

the respondents: the age, years in profession, and CPD units earned. For the dependent variables

of this study such as personal competency and professional growth.

Data Gathering Procedure

The gathered data by the researchers for this study were solely composed of primary and

secondary data. The data gathering procedure was done diligently in order to obtain reliable

research data. Initially, the researchers prepared a questionnaire in the form of a checklist which

covered all the variables included in the statement of the problem namely as the personal

competence, professional competence, professional ethics and values, and personal skills

enhancement. The questionnaire also included the profiling of the respondents such as: gender,

age, educational attainment, and number of years in public practice. The questionnaire used was

created using the four-point Likert Scale in order to accurately rate the responses of the

respondents.

The researchers then presentedthe a copy of questionnaire to their research adviser and

asked for approval before the research questionnaires were finally produced. A letter of request

for the Business Permit and Licensing Office of the Municipalities around Bulacan to request for

a list of registered accounting firms. Upon obtaining the list of selected municipally registered

accounting firms, it showed that there are only 34 firms registered.

The researchersprepared a request letter to the municipally registered accounting firms to

ask permission to conduct a survey. The researchers explained the purpose of the study to the

selected respondents and the confidentiality of the information that will be collected from them

in order to protect their identity and to ease the hesitations to acknowledge the situations given in

the survey questionnaire while answering it. The researchers then accomplished the distribution
 35

of the instruments properly and make sure that each respondent corresponds to their predefined

criteria.

The researchers personally administered the research questionnaire on the respondents

and went from one person to another on collecting the accomplished questionnaires. The

respondents who are not present during the data gathering were given a copy of the questionnaire

and then followed by collecting of the results. Finally, the results were checked, tallied, and

tabulated. These data became the bases of analysis and interpretation.

The values obtained regarding the responses were treated with due diligence by

consulting a statistician, thus ensuring the mathematical computations and appropriate statistical

tests for analyzing results were accurately measured.

Data Analysis and Statistical Treatment of Data

A series of statistical test were applied to properly analyze the data gathered. Descriptive

statistics was used to determine the assessment of the respondents regarding the factors

considered in the questionnaire. Respondents were then asked to respond using a four-point

Likert Scale and various multiple questions in each variable such as the; personal competence,

professional competence, professional ethics and values, and personal skills enhancement.
 36

Table 1

Interpretation of Likert Scale

Mean Value Description Verbal

Interpretation
3.26 – 4.00 Strongly Agree Very High
2.51 – 3.25 Agree High
1.76 – 2.50 Disagree Low
1.00 – 1.75 Strongly Disagree Very Low

The initial step is the determination of the type of data whether it is a categorical data

or a numerical data. If the data is a numerical data the statistical test that will be used will

depend if the data consists of two groups or two or more groups. If it consists of two groups

the paired data will be tested for differences or correlation then the nature of the variables

will be determined if they are parametric or non-parametric. For the test of correlation the

statistical treatment that will be used would either be Pearson’s Correlation Coefficient for

parametric results and Spearman’s Rank Order Correlation for non-parametric results.For the

test of differences the statistical treatment that will be used would either be the T-Test for

parametric variables and the Wilcoxon Signed Rank Test for non-parametric variables.

The Pearson Correlation Coefficient will determine if there will be a relationship

between the CPD attendance and its dependent variables such as the benefits of attending

CPD programs, professional competence, personal skill enhancement, and professional ethics

and values. The level of significance used throughout the study was 0.05. If the P-value is

smaller than the significance level α, the researchers will reject the null hypothesis in favour
 37

of the alternative and if the P-value is larger than the significance level α, then the researchers

will fail to reject the null hypothesis.

The Spearman’s Correlation Coefficient, (ρ, also signified by rs ) was used to measure

the strength and direction of the monotonic relationship between two variables such as

between the paired data of CPD attendance paired with the benefits of attending CPD

programs, professional competence, personal skills enhancement, or professional ethics and

values.

Table 2

Interpretation of Positive Spearman Rho Coefficient and Correlation

Mean Value Description Verbal Interpretation

.01 - .24 Weak Weak Correlation and Coefficient
.25 - .49 Moderate Moderate Correlation and
Coefficient
.50 - .74 Strong Strong Correlation and
Coefficient
.75 – .99 Very Strong Very Strong Correlation and
Coefficient
Table 3

Interpretation of Negative Spearman Rho Coefficient and Correlation

Mean Value Description Verbal Interpretation

-.01 to -.24 Weak Weak Correlation and Coefficient
-.25 to -.49 Moderate Moderate Correlation and
Coefficient
-.50 to -.74 Strong Strong Correlation and
Coefficient
-.75 to .99 Very Strong Very Strong Correlation and
Coefficient
 38

The T-test was used for the treatment of parametric variables. It is an inferential

statistical test that determines whether there is a statistically significant difference between

the means in two unrelated groups. On the other hand, the Wilcoxon Signed Rank Test is the

treatment used for non-parametric variables. It does not assume normality in the data, it can

be used when this assumption has been violated and the use of dependent t-test is

inappropriate. It is used to compare two sets of scores that come from the same participants if

we want to investigate any change in scores from one-point to another, or when individuals

are subjected to more than one condition.

If the data has two or more groups the statistical test that will be used will depend if it

is a parametric and non-parametric variables. The One-Way Analysis of Variance (ANOVA)

is used when the data is parametric results and for the non-parametric results the Kruskal-

Wallis will be used. One-Way ANOVA was used for the parametric variables that are used to

determine whether there are any statistically significant differences between the means of two

groups on a single variable and the Kruskal-Wallis H Test is a rank-based non-parametric test

used to determine if there are statistically significant differences between two or more groups

of independent variables.
 39

Figure 2: Flowchart of Statistical Procedures

START

Groups of
Numerical
Data Number of
Type of Data 2 Groups
Groups

Paired
Data

More than
2 Groups Difference
Correlation Difference
or
Correlation

Non-
Parametric
Parametric
One-Way ANOVA
Kruskal-Wallis
(Analysis of
H Test
Variance)
Parametric Non-Parametric
T-Test (related) Wilcoxon

Parametric Non-Parametric
Pearson Spearman
 42

CHAPTER III

RESULT AND DISCUSSION

This chapter presents the results of the study from the data analysis used. Level of

measurement on independent and dependent variables were nominal and ordinal. One-way

ANOVA was used for nominal and ordinal variables and Spearman Correlation Coefficient

was used to measure the strength and direction of monotonic relationship of the dependent

and independent variables. Results obtained from the statistical procedures explained on the

previous chapter were presented and interpreted in the following sections of this chapter.

Table 4

Demographic Profile of Surveyed CPAs

Gender F %

Male 7 37%
Female 12 63%
Total 19 100%

Age F %
20-29 9 47%
30-39 7 37%
40-49 1 5%
Above 50 2 11%
Total 19 100%
 40

Highest Qualifications F %
CPA 15 79%
MBA 4 21%
Total 19 100%

Years in Public Practice F %

5 below 10 53%
6-10 7 37%
11-15 0 0%
16-20 2 11%
Total 19 100%

Table 4 shows the profile of CPAs surveyed. As can be seen, four profile variables,

namely: Gender, Age, Highest Qualifications, and Years in public practice are described as

follows:

Gender. As shown, 12 (63%) of the 19 respondents are female. It is supported by the

study of Dubois (2013), which states that 60% of accountants were females. Tan (2015), also

agreed that female CPAs were seen actively engaged in various CPD activities which

suggested that women are more predisposed to professional development initiatives than men

which have grown from 2008 that 77% of CPA firms partners are male. (Gold, Hunton &

Gomaa, 2009) however this year’s result shows that only 7 (37%) are male in public practice.

However, it was found out on the study of Tan (2016) that there was no significant difference

of the contribution of CPD between the male and female group.

 39

Age. Almost half of the respondents (47%) are 20-29 years old while the 37% of the

respondents consist of 30-39 years old, of the 19 respondents, only 2 (11%) were at the age of

above 50 and only 5% comprise the age ranging 40-49 years old. Tan (2016) in his study said

that younger accountants are those who are new to the practice give more attention to CPD

than those who are older and have longer experience in the practice of accounting which is

consistent to the result. Based on the result, accountants in Bulacan who 40-49 years are old,

has the tendency to decrease interest in improving and gaining new knowledge and skills

relating to the accounting profession.

Highest Qualification. Most of the respondents are Certified Public Accountant

which is 79% of the total respondents. It is supported by the Envisage International

Corporation [US] (n.d.), which states that to be able to provide their services to the general

public he/she must be a CPA licensed accountant, and only 21% were CPAs with master’s

degree.

Years in Public Practice. A little more than half (53%) of the respondents have been

in the public practice for 5 years and below, while 37% of the respondents spend 6-10 years

in public practice, and only 11% for 16-20 years. However, none of the respondents spend

11-15 years in public practice around Bulacan. In contrast, Irving (2012) said, the younger

are perceived to be recently qualified, and therefore have less or no experience than their

older counterparts.
 48

Table 5

Mean and Mean Interpretation of CPD Compliance

CPD Compliance of the CPAs (Mean) Verbal Interpretation

in Terms of the Given Factors

Regularly attend CPD 3.21 High

Complete minimum CPD units 3.53 Very High
Actively participate in CPD 3.29 Very High
Full understanding CPD 3.80 Very High
Apply the new knowledge 3.80 Very High
gained to professional
competence.
Grand Mean 3.53 Very High

The grand mean for this was 3.53 and was interpreted as “Very High”. These findings

indicate that CPAs in Bulacan has vigorous compliance to CPD. The respondents claimed

that attending CPD helps them to gain new knowledge and understanding, which supported

by Lee et al., (2010) concluded that most participants in their study were motivated to attend

CPD activities because they believe that these activities will provide them new knowledge.
 47

Table 6

Mean and Mean Interpretation of Personal Growth- Personal Competence and Personal

Skills

Personal Growth- Personal Competence (Mean) Verbal Interpretation

Creativity and Flexibility 3.41 Very High
Teamwork and Relationship Building 3.61 Very High
Critical/Analytical 3.68 Very High
Leadership 3.61 Very High
Communication 3.64 Very High
Grand Mean 3.61 Very High

Personal Growth- Personal Skills

Enhancement
Improved knowledge and understanding 3.61 Very High
Provide greater service to clients and company 3.68 Very High
Improved business skills 3.68 Very High
Maintained and improved technical knowledge 3.68 Very High
and skills
Provides new information such as updates in 3.80 Very High
accounting
Grand Mean 3.69 Very High

The grand mean for this was 3.61 for Personal Competence and 3.69 for Personal

Skill Enhancement was interpreted as “Very High”. The result shows that CPD Compliance

has a high level of impact to personal growth of the respondents. According to Davies and

Preston (2006), says that impact on personal growth was more varied, diverse, and difficult to
 48

summarize. It appears that though the time commitments of CPD sometimes caused guilt in

the participants, and stresses and strains in personal life. It was opposed by Gaine (2002),

who states that the effect of CPD on professional growth can be generally seen as positive.

Some aspects of their professional practice that have been positively affected by their

trainings.

Table 7

Mean and Mean Interpretation of Professional Competence- Professional Skills and

Professional Ethics and Values

Professional Competence- Professional Skills (Mean) Verbal Interpretation

Became more aware with the standards 3.64 Very High
Became more observant with rules and 3.61 Very High
regulations affecting practice
Able to exercise problem solving and decision 3.49 Very High
making
Able to communicate more effectively with 3.53 Very High
others
Able to manage time and resources effectively 3.53 Very High
Grand Mean 3.56 Very High

Professional Competence- Professional Ethics (Mean) Verbal Interpretation

and Values
Became stricter in following the quality 3.49 Very High
standards
Became more aware of social responsibilities 3.61 Very High
Improved knowledge and became more aware of 3.68 Very High
practices
Improved balance towards organization and 3.49 Very High
personal needs
Became more observant in proper place etiquette 3.53 Very High
Grand Mean 3.56 Very High
 47

The grand mean for this were both 3.56 for Professional Skills and Professional Ethics

and Values was interpreted as “Very High”. These findings show that CPD Compliance has

a high level of impact on Professional Competence of CPAs in Bulacan. Yucel and Solak

(2012), states that CPAs might be able to perform better in a job if they were filled with skills

and knowledge needed in the ever-changing standards and environment of their profession

and was agreed by Tan and Fawzi (2016), states that educational standard indicates the level

of professional skills needed to perform the role of a professional accountant and classifies

the skills under four competency areas: intellectual, interpersonal and communication,

personal, and organizational.

Table 8

Significant Difference Between Level of CPD Compliance and Demographic Profile

Hypothesis F p Accept/Reject

Ho-1.1 2.82 0.11 Accept

Ho-1.2 3.29 0.05* Reject

Ho-1.3 1.79 0.20 Accept

Ho-1.4 1.05 0.37 Accept

Table 8 shows that the age of respondents has a statistical significant difference with CPD

Compliance with significance level of 0.05 and has the same F-value of 3.29 showing that

they have the most related factors by rank. These findings are in contrary with the statement

of Tan (2016), which states that demographic such as age have no statistical impact on the

level of CPD contribution, the result of the study shows the younger (20-29) the CPA, the
 48

higher the level of CPD Compliance. However, he also stated that sex, sector belonged and

working years have no statistical impact on the level of CPD contribution.

Table 9

Significant Relationship Between Level of CPD of Compliance and Personal Growth

Hypothesis r p Accept/Reject

Ho-2.1 0.46 0.02 Reject

Ho-2.2 0.57 0.01 Reject

Table 9 shows that Personal Growth has a statistical significant relationship with CPD

Compliance with a significant level of 0.02 for the Personal Competence and 0.01 for

Personal Skill Enhancement in which it does not exceed 0.05 and therefore we shall reject the

null hypothesis and accept the alternative hypothesis. It has also the highest spearman rho

constant with 0.46 and 0.57 respectively. This finding is in contrary with the statement of

Tames (2012) states that CPD bears no significant impact to personal competencies that

could lead to intrinsic transformation of the accountant, but Tan and Fawzi (2017), supported

the result and said that interpersonal skills are very important for accountants. The literature

indicates that this is the skill with the greatest gap as identified by graduates, employers and

academics. Also, Hill (2013), said that CPD record provides essential insights in relation to a

professional’s lacking or insubstantial skills, thus giving one a chance to address a self-

recognized area for improvement. CPD also enables practitioners to achieve more efficient

and effective performance in current and future roles (Friedman & Phillips, 2004).
 48

Table 10

Significant Relationship Between Level of CPD Compliance and Professional Competence

Variables r p Accept/Reject

Ho -3.1 0.52 0.01 Reject

Ho -3.2 0.70 0.00 Reject

Table 10 shows that Professional Competence has a statistical significant relationship

with CPD Compliance with a significant level of 0.01 for the Professional Skills and 0.00 for

Professional Ethics and Values in which it does not exceed 0.05 and therefore we shall reject

the null hypothesis and accept the alternative hypothesis. It has also the highest spearman rho

constant with 0.52 and 0.70 respectively. These findings are agreed by Mendoza (2013), cited

in the study of Sangsawang (2011), which he found out that CPD had positive effect and

influence on Thai accountants' work success. According to Paisey et al. (2007), 20% of the

accountants need to participate in technical activities to upgrade their professional status,

which means that 80% of them find CPD help them improve their competencies.
 49

CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study has been concerned in determining the impact of CPD to personal growth

and professional competence of CPAs in public practice around Bulacan. This chapter

summarizes the results and contributions of this study. Suggestions or recommendations for

future studies are also presented in this chapter.

Summary of Results

Majority of the respondents have the following profile: female with 63% of the total

respondents, aged 20-29 years old with 47% of the total respondents, 79% of the total

respondents have attained bachelor’s degree. Most of the respondents answered that their

highest qualification is being a Certified Public Accountant, 53% of them have been in the

public practice for 5 years and below. Demographic profile variable age, showed a significant

difference in the level of compliance of CPAs in public practice but gender, qualifications

and years in public practice of the respondents showed no significant difference.

Almost all the respondents were able to comply with the CPD requirements and were

able to actively participate in CPD activities with full understanding of what is needed to

comprehend thereby increasing their professional competence resulting to a “Very High”

interpretation of CPD completion, participation, understanding and application of new

knowledge. The results obtained from the aforementioned factors are not as high as those

results from regularly attending CPD programs that resulted to a “High” degree of

interpretation. This suggest that not all CPAs regularly attend seminars and trainings as part
 50

of the requirement to renew their license but when they do, they tend to apprehend and apply

new learning on their field of profession.

CPD compliance showed a “Very High” interpretation on the following factors;

personal competence that is comprised of creativity, teamwork, analysis, leadership and

communication skills and to personal skills enhancement that is comprised of improved

knowledge, providing greater service, improved technical knowledge and updates in

accounting. This showed that there is a strong impact of CPD compliance to personal growth

of CPAs in public practice around Bulacan.

CPD compliance showed a “Very High” interpretation on the following factors;

professional skills that is comprised of awareness, observation, decision making, effective

communication and time management and to professional ethics and values that is comprised

of following the quality standards, awareness to social responsibilities, improved knowledge

and improved balance towards organization and personal needs. This showed that there is a

strong impact of CPD compliance to professional competence of CPAs in public practice

around Bulacan.

From the overall results of this study, it exhibited that CPD has a “Very High” impact

on personal growth and professional competence to CPAs in public practice around Bulacan.

Conclusions

The main objective of this study is to determine the impact of CPD to personal growth

and professional competence of CPAs in public practice around Bulacan. This is done

through determining the demographic profile, personal competence, personal skills,

 51

enhancement, professional skills and professional ethics and value. The major conclusions

derived from this study are the following:

1. There is a significant difference in the level of compliance to the age of CPAs in

public practice around Bulacan. While there is no significant difference in the gender,

qualifications and number of years in public practice of the respondents in the level of

compliance. Thus, it can be concluded that CPAs who belong to the lower bracket of

age has a higher degree of complying with the CPD requirement compared to those

who belong in the higher bracket of age. It can also be concluded that most CPAs

regardless of gender, qualifications and years in public practice comply with the CPD

requirement.

2. There is a significant relationship between CPD compliance and personal growth. It

can be concluded that CPAs in public practice who comply with the requirement has

an impact to the development of their personal competence and personal skills

enhancement which can be used in practicing their profession as a CPA in public

practice around Bulacan. CPD contributed to their well-being as a person and helped

them be equipped with the needed inter-personal and intra-personal skills of being a

professional in their field.

3. There is a significant relationship between the CPD compliance and professional

competence. It can be concluded there is a very high degree of impact of complying

with the CPD requirement to the professional skills and professional ethics and values

of CPAs in public practice around Bulacan. Furthermore, CPAs who undergo

 52

seminars and trainings are more up-to-date with the standards, effective in the

decision making, improved responsibility management and proper etiquette.

Recommendation

While the results of the study add to the already existing literature, future studies

could be conducted in order to improve upon the present findings. Primarily, a broader base

of firms, companies or agencies can be used for the analysis in order to increase the

applicability of this study as this study is only limited to CPAs around Bulacan with 19

participants garnered using the stratified random sampling.

Future studies should consider increasing the sample size and using a different

sampling procedure to determine if the result of this study will be different when the sample

size or population is changed. Other fields in practice of CPAs like government and

commerce and industry are not considered in this study may be included in future researches

in order to have more represented result.

Secondarily, future researchers can study other factors related to professional

performance rather than the CPD compliance alone. In addition, other factors relating to CPD

compliance could be considered rather than focusing only on the profile of CPAs. Different

statistical treatments applicable in the variables in this study may also be used to determine if

there would be significant difference in the results. Future researchers can use a different type

of instrument in data gathering, or they could employ mixed method approach in order to

have a more in-depth and detailed responses from the respondents. Also, they could make
 53

comparisons between CPD units required for CPAs and the required units for other

professionals.

Finally, because there is a significant relationship between CPD compliance and

personal growth and professional competence, the researchers recommend that companies

fund or otherwise consider CPD attendance in employee rating and promotions to make

professionals more inclined and willing to comply with the CPD requirements. In line with

that, CPAs will continually gain more knowledge and skills and it will continually have an

impact on their personal growth and professional development that will also affect the

performance of the firm as a whole. If all firms would consider CPD compliance in the

performance evaluation and promotion, then more CPAs would strive harder to meet this

requirement, then the CPAs will do a better job or professional responsibilities. The

researchers suggest that the firms must give an eye in complying with the required CPD in

order to align their employees with the demand of ever changing environment thus providing

them seminars and trainings needed. By complying with the CPD requirement it will benefit

not only the CPAs but also to the company where CPAs work for and our economy in a

broader vision. In addition, the researchers also recommend the regulatory bodies concerned

to review the existing law for further revision that will be more convenient and effective

about CPD compliance for the CPAs.

 62

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 63

APPENDIX A
Sample Request Letter Sent to Municipalities and Responded Received
64
 65

List of Accounting Firms with Business Permit 2019

 66

APPENDIX B

Sample Request Letter to Municipally Registered Accounting Firm and Responded Received
67
 68

APPENDIX C

Survey Intrument

Greetings!

We are the 5th year BS Accountancy students of Baliuag University. As a requirement

for the completion of our course, we are currently conducting a thesis entitled,
“IMPACT OF CONTINUING PROFESSIONAL DEVELOPMENT OF
CERTIFIED PUBLIC ACCOUNTANTS ON PERSONAL GROWTH AND
PROFESSIONAL COMPETENCE”.

This study aims to evaluate the personal growth and professional competence of
CPAs which specifically refer to:

A. Personal Growth
a. Personal Competence
b. Personal Skills Enhancement
B. Professional Competence
c. Professional Skills
d. Professional Ethics and Values

In alignment, we would like to ask for your cooperation to answer the attached survey
questionnaire. Your responses will be completely anonymous and will be used by the
researcher for the purposes of this study only. The questionnaire is divided into four
parts. Kindly respond to each item in the questionnaire by ticking (✓) the item bearing
the appropriate response. Your information will be treated with strict confidentiality.

Thank you very much.

Respectfully Yours,
Researchers
 69

PART I. DEMOGRAPHIC INFORMATION

1. Kindly indicate your sex.

Male Female

2. Kindly indicate your age bracket in years.

20-29 years 30-39 years

40-49 years Above 50 years

3. What is your highest qualification as an accountant?

CPA MBA

4. Kindly indicate how long you have been in public practice.

5 years and below 6-10 11-15 years

years

16-20 years above 20 years

PART II. CPD COMPLIANCE

Please rate the following according to the level of frequency. Kindly put a check
mark (✓) on the box for your chosen answer to each statements.

Never Sometimes Often Always

I regularly attend CPD programs.

I complete the minimum required

CPD units per year.
I actively participate in CPD
activities I attend in.
I finish every CPD program with
full understanding of what was
discussed.
I apply the new knowledge I
gained to my personal growth.
 70

PART III. PERSONAL GROWTH

Please rate the following concerning to the level of agreement.

A. PERSONAL COMPETENCE

Strongly Agree Disagree Strongly

Agree Disagree
Creativity and Flexibility
(i.e. Ability to adapt to a
situation or to solve a
problem in a new way,
openness of mind for new
situations, solutions and
ideas.)
Teamwork and Relationship
Building (i.e., ability to work
in teams and to utilize
appropriate interpersonal
skills to build relationships
with colleagues, team
members and external
stakeholders)
Critical/Analytical (i.e,
ability to analyze problems
and situations in a critical
and logical manner)
Leadership (i.e., ability to
take responsibility for a task,
give direction, provide
structure and assign
responsibility to others)
Communication (i.e., The
ability to communicate
clearly and concisely, the
ability to use communication
skills to positively influence
individual behavior, using a
range of verbal and written
methods)
 71

B. PERSONAL SKILLS ENHANCEMENT

Strongly Agree Disagree Strongly

Agree Disagree
I have improved my
knowledge and
understanding of my
specialty in accounting or
specialty in an industry and
other areas within the
accounting field.
I provide a greater service to
my clients and or the
company for which I work.
I have improved my business
skills. (Interaction with
clients)
I have maintained and
improved my technical
knowledge and professional
skills.
It provided new information
such as updates in
accounting development.

PART IV. PROFESSIONAL COMPETENCE

Please rate the following concerning to the level of agreement.

A. PROFESSIONAL SKILLS

Strongly Agree Disagree Strongly

Agree Disagree
I became more aware with
the standards applicable to
the professional practice.
I became more observant of
the laws and rules and
regulations affecting the
professional practice.
I was able to exercise better
problem solving and decision
making that enhanced
my leadership skills and management.
 72

I was able to communicate

more effectively with others;
resulting to more team
enhancement and reduced
conflicts.
I was able to manage my
time and resources
effectively through
application of techniques I
learned in attending CPD
activities.

B. PROFESSIONAL ETHICS AND VALUES

Strongly Agree Disagree Strongly

Agree Disagree
I became stricter in following
the quality standards based
on issuances of bodies
affecting the professional
practice in academe.
I became more aware on the
social responsibility and
intervention.
I improved my knowledge
and became more aware of
the practices on the
professional code of Ethics
for CPAs.
I improved my balance
towards organization and
personal needs.
I became more observant in
the proper workplace
etiquette.
 73

APPENDIX D
BOA-CPD
74
75
76
77
78
79
80
81
82
 83

APPENDIX E

BOA- CPD AMMENDMENT (2019)

84
85
86
87
88
 91

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Diana P. Angeles

ADDRESS: Encanto, Angat, Bulacan

EMAIL ADDRESS: diana.angeles29@yahoo.com

CONTACT NO: (0916) 254 5611

QUALIFICATIONS

 Knowlegable in using Microsoft Word, Excel, and Powerpoint

 Knowledgable in using SAP
 Professional and courteous in public relations
EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Pres. Diosdado P. Macapagal Secondary 2011-2015
Memorial High School
Marcelo L. Adriano Memorial Primary 2004-2011
School
 92

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Clarisse Ann V. Butuhan

ADDRESS: San Juan, San Ildefonso, Bulacan

EMAIL ADDRESS: clarissebutuhan@gmail.com

CONTACT NO: (0933) 506 1334

QUALIFICATIONS

 Excellent communication and organizational skills

 Proficient in Microsoft Office (Excel, Word, and PowerPoint)
 Knowledgeable in SAP Business One
 Strong interpersonal and multitasking skills
 Eager and Willing to Add to Their Knowledge Base and Skills

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s List (2015-2019)
Saint John School Secondary 2011-2015
rd
3 Honorable Mention
Saint John School Primary 2004-2011
 93

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Joy Angelica M. Calderon

ADDRESS: Dampol 1st, Pulilan, Bulacan

EMAIL ADDRESS: calderonjoy24@gmail.com

CONTACT NO: (0923) 929 0074

QUALIFICATIONS

 Knowlegable in using Microsoft Word, Excel, and Powerpoint

 Knowledgable in using SAP
EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
St. Dominic Academy of Secondary 2011-2015
Pulilan Inc.
Montessori School of Pulilan Primary 2004-2011
 94

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Mary Grace A. De Jesus

ADDRESS: Mangga, Candaba, Pampanga

EMAIL ADDRESS: gracedejesus22@gmail.com

CONTACT NO: (0906) 023 4021

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Adaptable and willing to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2017-present)
Berean Baptist Academy Secondary 2011-2015
Honorable Mention
Berean Baptist Academy Primary 2004-2011
Honorable Mention
 95

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Shayne S. Dela Cruz

ADDRESS: Libis, San Rafael, Bulacan

EMAIL ADDRESS: shaynedc49@gmail.com

CONTACT NO: (0933)4612080

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn and adapt new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy

Dean’s Lister (2018)

St. Paul College, San Rafael Secondary 2011-2015

San Rafael Central School Primary 2005-2011

 96

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Larra Ellaine C. Erespe

ADDRESS: Malipampang, San Ildefonso,

Bulacan

EMAIL ADDRESS: larraellaine.erespe@gmail.com

CONTACT NO: (0932) 188 4928

QUALIFICATIONS

 Microsoft Specialist in Office Excel 2013

 Basic Knowledge in SAP Business 1
 Good Communication Skills
 Leadership Skills
EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s List 2016 & 2019
Saint John School Secondary 2011-2015
Malipampang Elementary Primary 2004-2011
School 1st Honorable Mention
 97

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Filipinas C. Macapagal

ADDRESS: Concepcion, San Simon,

Pampanga

EMAIL ADDRESS: pinesmacapagal@gmail.com

CONTACT NO: (0928)8922828

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2015-present)
San Simon High School Secondary 2011-2015
Valedictorian

San Simon High School Primary 2004-2011

Valedictorian
 98

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Madeleine C. Merced

ADDRESS: Virgen Delas Flores Baliwag,

Bulacan

EMAIL ADDRESS: madeleinemerced21@gmail.com

CONTACT NO: (0942) 380 7024

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Can work efficiently even under pressure
 Willingness to learn and adapt new things
 Ability to maintain strict levels of confidentiality in handling sensitive information
 Good communication skills
EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s List 2015-2019
Virgen Delas Flores High Secondary 2011-2015
School Valedictorian
Concepcion Elementary Primary 2004-2011
School
 98

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Trisha Angela G. Milasky

ADDRESS: Lumbac, Pulilan, Bulacan

EMAIL ADDRESS: trishamilasky@gmail.com

CONTACT NO: (0923) 517 7640

QUALIFICATIONS

 Knowledgeable in using Microsoft Word, Excel, and Powerpoint

 Knowledgeable in using SAP
 Professional and courteous in public relations
EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
St.Dominic Academy of Secondary 2011-2015
Pulilan, Inc.
Pulilan Central School Primary 2004-2011
101
 100

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Reicee Ann P. Salvador

ADDRESS: Tangos, Baliuag, Bulacan

EMAIL ADDRESS: reiceeslvdr98@gmail.com

CONTACT NO: (0916) 665 2358

QUALIFICATIONS

Goal oriented and ready to take initiatives

Excellent knowledge of MS Office and familiarity with relevant computer software (e.g.
SAP)
 Good communication skills
EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Baliuag University Secondary 2011-2015

Immanuel Grace Christian Primary 2004-2011

Academy of Baliuag Valedictorian
 101

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Jedah T. San Miguel

ADDRESS: Sitio Pinagpala, Sta. Barbara,

Baliwag, Bulacan

EMAIL ADDRESS: jeds3799@gmail.com

CONTACT NO: (0915)0722996

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2017-present)
Baliuag University Secondary 2011-2015
Honorable Mention

Tarcan Elementary Primary 2005-2011

School
 102

CURRICULUM VITAE

PERSONAL INFORMATION

NAME: Pamela Angelica D. Sayco

ADDRESS: Calasag, San Ildefonso, Bulacan

EMAIL ADDRESS:pamelaangelicasayco8@yahoo.com

CONTACT NO: (0906) 023 6170

QUALIFICATIONS

 Computer literate (Microsoft Office, SAP)

 Good communication skills
 Willingness to learn new things

EDUCATION

Institutions Education School Year

Baliuag University Tertiary- Bachelor of Science 2015-2020
in Accountancy
Dean’s Lister (2015-present)
Saint John School Secondary 2011-2015
Honorable Mention
Saint John School Primary 2004-2011
Honorable Mention