Education-Burlasa

1. An Undergraduate
Thesis Proposal
Presented to
College of Education
Mindanao State University
General Santos City
by
NOVA B. BURLASA
December 13, 2017

2. Level of Self-efficacy and
Constructive thinking skills of
teachers as factors that affects
the learn
Teaching
Effectiveness
(Cing &
Ladion, 2014)
Brodens the
intellectual
horizons of
learners on a
wider scale.
(Dr. Ambadasrao,
2016)
Teachers who feel efficacious about
their relationship with learners may
have more cognitive and emotional
resources available press students
towards completing more complex tasks
and developing deeper understandings.
(Woolfolk, Hoy and Davis, 2005)
CAUSES
EFFECTS
Low achieving
students or
slow learners
(David and
Silverman,
2009; Sullivan,
2016)
Teaching
method used
and
inadequate
teaching staff
(Sullivan,
2016)

3. Foreign Issues on Self-efficacy of Teachers
• As stated by Sridhar and Badiei (2008), since the late 1970’s, researchers have
considered teacher efficacy to be a crucial factor for improving teacher
education and promoting educational reform. Also indicates that students
generally learn more from teachers with high self-efficacy than those students
would learn from those teachers whose self-efficacy is low. Furthermore,
teacher-efficacy is considered beliefs in their ability to affect student outcomes
and has been recognized as a major predictor of the competence of teachers
and commitment to teaching (Ashton et al., 2002 as cited by Sridhar & Badiei,
2008; Davis & Silverman, 2009)

4. • The research of Sridhar and Badleie (2008) indicates that students
generally learn more from teachers with high self-efficacy than those
students would learn from those teachers whose self-efficacy is low.

5. Local Issue on Self-efficacy of teachers
The problem in the Philippines Educational System, according to
Lhala (2008), is lack of well-trained teachers and instructional materials
are not enough.
The problems mentioned have strong effect to the learning
outcome of pupils since uses of teaching aid will create the interest in
the students’ learning.

6. Foreign Issues on Constructive thinking Skills of
teachers
Muppudathi (2014) likely to say, that there is a problem because
in a classroom there will be a mixed section of learners and teaching is
a challenging profession that requires a lot of patience, innovation and
motivation from teachers in order to bring about an all-round
development among their students.

7. Foreign Issues on Slow Learners
Slow learners, as described by Muppudathi (2014), are those whose IQ is low
enough to cause considerable difficulty in keeping up in the classroom. The term is used to
describe a student who has the ability to learn necessary academic skills, but at rate and
depth below average same age peers. They score between 70 and 90 on IQ tests but are
not mentally retarded (King, 2016; Joseph, 2013)
• Conventional School system tend to ignore slow learners as other in the class move at a
different and faster pace.

8. Local Issue on Learning outcome of pupils
(Slow Learners)
• The researcher interviewed a principal about the Slow learners in class, she said
these learners are inevitable and the teachers cry out for help for there are really
pupils who cannot easily adapt to the lesson and tend to be left behind.

9. SELF-EFFICACY AND
CONSTRUCTIVE THINKING
SKILLS OF TEACHERS IN
HANDLING SLOW LEARNERS

10. Statement of the Problem
1. What is the level of self-efficacy of teachers in
handling slow learners?
2. What is the level of constructive thinking skills of in
handling slow learners?
3. Is there a significant relationship between self-
efficacy and constructive thinking skills of teachers?

11. Scope and Delimitation
This study was limited to the Self-efficacy and Constructive
thinking skills of teachers in handling slow learners.
This study involved a total number of fifty-one (51) teachers
coming from schools in North District of Lagao, General Santos City.
These schools are: Lagao Central Elementary School and Lagao Second
Barrio Elementary School.

12. Conceptual Framework (Figure 1)
Self-efficacy
Constructive
Thinking Skills
of Teachers
Independent Variable Dependent Variable

13. Research Design
This study employed a correlational research design. This is
appropriate to use, for according to Waters (2000) correlation is a
resemble design used to determine the degree of positive or negative
relationship of variable to one another. Thus, this study will describe
the self-efficacy and constructive thinking skills of teachers. It will also
determine the significant relationship between the two variables.

14. Statistical Treatment of the Data
Inferential Statistics
• Pearson Product Moment Correlation
Coefficient
Descriptive Statistics
• Frequency Distribution
• Weighted Mean

15. Indicators Mean Description Interpretation
1. I am able to successfully teach all relevant subject content even to the most
difficult pupils. 4.20 Sometimes true High
2. I know that I can exert a positive relationship with the parents even if
tensions arise.
3.96 Sometimes true High
3. I am able to reach even the most difficult pupils. 4.56 Definitely True Very High
4. I can exert a positive influence on both the personal and academic
development of my pupils. 4.25 Sometimes true High
5. I can control disruptive behavior of pupils 3.96 Sometimes true High
6. I can motivate pupils who show low interest in their studies. 4.43 Sometimes true High
7. I am able to make my pupils believe that they can do well in the school work. 3.94
Sometimes true
High
8. can do something to improve the understanding of a pupil who is failing. 4.02 Sometimes true High
9. I am more and more capable of helping to address my pupils’ needs. 4.37 Sometimes true High
10. I am confident in my ability to be responsive to my pupils even if they get
on my nerves sometime.
4.51 Definitely true Very High
Mean 4.22 Sometimes true High
Table 1: Level of self-efficacy
N= 51

16. Overall, the self-efficacy of teachers generated an overall
mean of 4.22, described as sometimes true. This implies that the
teachers have high level of self-efficacy.
The teachers successfully able to teach even the most
difficult pupils and can control disruptive behavior by having
confidence in the abilities to be responsive, for teachers with high
self-efficacy are expected to teach and handle pupils well which
will influence the interpretation and academic motivation of pupils
(Andersen, 2011). Moreover, teachers with high self-efficacy are
able to implement management techniques that provide for
learners autonomy, set attainable goals, persist in the face of
student failure, willingly offer special assistance to low achieving
learners, and design instruction that develops the self-perception
of the learners on their academic skills (Davis et al., 2009).

17. Indicators Mean Description Interpretation
1. I think my teaching career is very good, every time fortunate events happen i
inside the class. 4.04 Often High
2. I can deal with the threatening events ahead of time without worrying about I
it.
4.43 Often High
3. I think of encouraging thoughts to do my best. 4.08 Often High
4. I feel very good whenever I am acknowledged at important matter in school.
4.25 Often High
5. I want to get good feedbacks from co-teachers or others whenever I
performed well in school.
4.12 Often High
6. I think of many appropriate teaching strategies to employ inside the class. 4.14 Often High
7. I have found that talking about successes in dealing with my at-risk pupils,
who I am looking forward to, can keep them from happening. 4.31 Often High
8. I believe thinking of terrible thoughts about my pupils can affect to his or her
well-being. 4.31 Often High
9. I find execution of activities in lesson discussion can boost the interest of
pupils.
4.43 Often High
10. They think asking questions will enable to build their minds. (critical
thinking)
4.37 Often High
Mean 4.25 Often High
Table 2: Level Of Constructive Thinking Skills
N= 51

18. Overall, the result shows that the constructive thinking skills of
the teachers generated a mean of 4.25 described as often. This implies
that the teachers have high level of constructive thinking skills.

19. Variables Correlated r p value Extent of Correlation Remarks
Self-efficacy
and Constructive Thinking
Skills
0.636 0.000
Marked or
Moderate relationship
Significant
Table 3:
Relationship between Self-efficacy and Constructive thinking skills of teachers
N=32

20. The data shows that the computed r-value is 0.636 and p-value is
0.000. This result indicates that there is a marked or moderate
relationship between the said variables with remark of significant. This
implies that the self-efficacy influence the constructive thinking skills
of teachers.

21. Conclusion
Based on the findings of this study, the following conclusions
were made:
1. The teachers have high level of self-efficacy in handling slow
learners.
2. The teachers have level of constructive thinking skills in handling
slow learners.
3. The self-efficacy does contribute to the constructive thinking skillof
teachers.

22. Recommendations:
1. The teachers must think of interesting strategies to alter the
disruptive behavior of pupils where they can learn and enjoy at the
same time.
2. The teachers, along with other school members, must also support
his or her self-development or self growth and enhance optimism
in order to perform well in school.
3. Replication of the study on similar field through exploring factos,
inside or outside the school environment, which might contribute in
developing well-rounded teachers.