This thesis examines the working conditions of public elementary school teachers in Zamboanga City, Philippines amidst the COVID-19 pandemic and how these conditions affected their work performance. A survey was conducted of 83 teachers across 6 schools to understand the extent of their working conditions in terms of professional development, communication, recognition, collaboration, and expectations. The survey also assessed teachers' work performance. The study found that teachers reported their working conditions as satisfactory and their work performance as very satisfactory. A moderate positive relationship was found between working conditions and work performance. Certain demographic variables like age and length of service were found to influence working conditions and performance. The results can inform policymaking and teacher professional development programs.
Self-efficacy and Work Commitment of the private Senior High Teachers in Time...Medania Malagsic
The level of self-efficacy of private senior high school teachers during the pandemic was very high overall, with student engagement rated the highest and classroom management the lowest. Male teachers and those with bachelor's degrees reported higher self-efficacy than their counterparts. The findings indicate teachers felt exceptionally confident in their abilities despite challenges with the shift to online learning during the pandemic.
1) This study examines the level of effectiveness of social studies teachers in teaching at Bataan National High School for the 2012-2013 school year. It aims to determine how teacher characteristics, student characteristics, and school facilities affect teacher effectiveness.
2) The study surveyed 22 social studies teachers and their students. It assessed teacher effectiveness using a performance appraisal and examined relationships between teacher effectiveness and other factors.
3) The results of this study could help teachers identify strengths and weaknesses, help students and administrators evaluate the curriculum and teaching methods, and provide a basis for future research on social studies teacher effectiveness.
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
Professional competence and motivation have a significant positive effect on the educational and teaching performance of educators at the Faculty of Economics and Business, Manado State University during the Covid pandemic. Analysis shows that educators' mastery of materials and guidance of student projects supports performance, and meeting intrinsic and extrinsic needs through salaries and self-actualization encourages it. However, other unmeasured factors also influence performance.
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Self-efficacy and Work Commitment of the private Senior High Teachers in Time...Medania Malagsic
The level of self-efficacy of private senior high school teachers during the pandemic was very high overall, with student engagement rated the highest and classroom management the lowest. Male teachers and those with bachelor's degrees reported higher self-efficacy than their counterparts. The findings indicate teachers felt exceptionally confident in their abilities despite challenges with the shift to online learning during the pandemic.
1) This study examines the level of effectiveness of social studies teachers in teaching at Bataan National High School for the 2012-2013 school year. It aims to determine how teacher characteristics, student characteristics, and school facilities affect teacher effectiveness.
2) The study surveyed 22 social studies teachers and their students. It assessed teacher effectiveness using a performance appraisal and examined relationships between teacher effectiveness and other factors.
3) The results of this study could help teachers identify strengths and weaknesses, help students and administrators evaluate the curriculum and teaching methods, and provide a basis for future research on social studies teacher effectiveness.
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
Professional competence and motivation have a significant positive effect on the educational and teaching performance of educators at the Faculty of Economics and Business, Manado State University during the Covid pandemic. Analysis shows that educators' mastery of materials and guidance of student projects supports performance, and meeting intrinsic and extrinsic needs through salaries and self-actualization encourages it. However, other unmeasured factors also influence performance.
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Factors affecting teachers' excellence from the perspective of queen rania aw...Alexander Decker
This document discusses factors affecting teachers' excellence from the perspective of teachers who have won Jordan's Queen Rania Award. It provides background on Jordan's education reform efforts and the establishment of the Queen Rania Award. A literature review covers research on internal factors like teachers' characteristics and training, as well as external factors such as incentives and community expectations. The Queen Rania Award criteria focus on teaching quality, management skills, career development, parental and community involvement, and student outcomes. The study aims to identify the most influential factors for educational excellence according to teachers' views, to inform ongoing efforts to improve teaching quality in Jordan.
The Demands of Society from the Teacher as a Professional.pptxPriscillaPonce4
1) Teachers have tremendous responsibilities as professionals, including teaching students effectively, establishing a respectful learning environment, assessing student progress, demonstrating leadership, and engaging in professional development.
2) Research shows that an effective teacher can have long-lasting positive impacts on student achievement and future outcomes, while ineffective teachers can negatively impact student learning for multiple years.
3) As professionals, teachers are expected to master their content knowledge, plan and deliver engaging instruction, facilitate learning, interact with curriculum standards, apply various assessments, and partner with communities.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
This study examined teachers' perceptions of factors affecting their effectiveness in private primary schools in Kolfe Keranio Sub-City, Addis Ababa. Data was collected through questionnaires administered to 126 teachers and interviews with 7 principals. The factors analyzed included teacher-related factors like recognition and salary, school-related factors like facilities and leadership, and parent-related factors like cooperation. Results showed that teachers felt recognition, adequate training, and salary influenced their effectiveness, while principals said support, workload, and working conditions also impacted it. The study concluded that addressing these factors through a supportive environment could improve teacher effectiveness and retention.
JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
This document discusses a study that examined early childhood teacher candidates' perceptions of their preparation to become professionals in the field. The study analyzed the final journal entries of 27 teacher candidates completing their student teaching practicum. The candidates attended an accredited early childhood education program aligned with the 2010 NAEYC Standards. The standards outline the knowledge and skills needed for early childhood professionals, including child development, building family relationships, assessment, developmentally appropriate practices, curriculum development, professional growth, and field experiences. The analysis found that candidates recognized the specialized knowledge required for early childhood education and the importance of responsive, culturally sensitive curricula that respect children and families, consistent with the NAEYC Standards for early childhood professional preparation.
This study examined the relationship between teachers' approach to school-wide positive behavioral interventions and supports (SW-PBIS) and their self-efficacy for character education. The study found that teachers who endorsed SW-PBIS reported higher ratings of personal efficacy for teaching character. Core teachers also showed higher efficacy than other teachers. The results suggest SW-PBIS systems may enhance teachers' efficacy for character education and impact student character development by providing a foundation of clear behavioral expectations.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
Analysis of teachers motivation on the overall performance of public basic sc...Alexander Decker
This document summarizes a research study that analyzed the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study collected data through questionnaires administered to 100 teachers across 20 randomly selected schools. Statistical analysis found that teacher motivation affected student achievement over the past 5 years, though student performance fluctuated. The study aims to provide stakeholders with an understanding of how improving teacher motivation could lead to better student outcomes through meeting teachers' needs as outlined in motivation theories.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
Competencies and professional development needs of kindergarten teachersSubmissionResearchpa
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. by Phoebe L. Gallego and Manuel E. Caingcoy 2020. Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education. 3, 7 (Jul. 2020), 69-81. DOI:https://doi.org/10.31149/ijie.v3i7.491. https://journals.researchparks.org/index.php/IJIE/article/view/491/476 https://journals.researchparks.org/index.php/IJIE/article/view/491
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
The document discusses three main types of assessments: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning refers to summative assessments like exams and final projects that are used to evaluate learning at the end of a unit. Assessment for learning refers to formative assessments like quizzes, discussions and projects that are used during instruction to adjust teaching and provide feedback. Assessment as learning refers to assessments that actively involve students in self-assessment and goal-setting to improve learning. Examples of different assessment types are provided.
A Venn diagram is a diagram that shows all possible logical relations between a finite collection of different sets. It displays overlapping and disjoint areas between the sets through the use of overlapping circles or ellipses. The entire space the circles or ellipses occupy represents the universal set, and any intersection between the circles represents elements common to those sets.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Factors affecting teachers' excellence from the perspective of queen rania aw...Alexander Decker
This document discusses factors affecting teachers' excellence from the perspective of teachers who have won Jordan's Queen Rania Award. It provides background on Jordan's education reform efforts and the establishment of the Queen Rania Award. A literature review covers research on internal factors like teachers' characteristics and training, as well as external factors such as incentives and community expectations. The Queen Rania Award criteria focus on teaching quality, management skills, career development, parental and community involvement, and student outcomes. The study aims to identify the most influential factors for educational excellence according to teachers' views, to inform ongoing efforts to improve teaching quality in Jordan.
The Demands of Society from the Teacher as a Professional.pptxPriscillaPonce4
1) Teachers have tremendous responsibilities as professionals, including teaching students effectively, establishing a respectful learning environment, assessing student progress, demonstrating leadership, and engaging in professional development.
2) Research shows that an effective teacher can have long-lasting positive impacts on student achievement and future outcomes, while ineffective teachers can negatively impact student learning for multiple years.
3) As professionals, teachers are expected to master their content knowledge, plan and deliver engaging instruction, facilitate learning, interact with curriculum standards, apply various assessments, and partner with communities.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
This study examined teachers' perceptions of factors affecting their effectiveness in private primary schools in Kolfe Keranio Sub-City, Addis Ababa. Data was collected through questionnaires administered to 126 teachers and interviews with 7 principals. The factors analyzed included teacher-related factors like recognition and salary, school-related factors like facilities and leadership, and parent-related factors like cooperation. Results showed that teachers felt recognition, adequate training, and salary influenced their effectiveness, while principals said support, workload, and working conditions also impacted it. The study concluded that addressing these factors through a supportive environment could improve teacher effectiveness and retention.
JOURNAL REVIEW: Students learning through service learning
Hebert A and Hauf P: “Students learning through service learning” Effects on academic development, civic responsibility, interpersonal skills and practical skills. Active Learning in Higher Education Vol.16, 2015, 37-49
This document discusses a study that examined early childhood teacher candidates' perceptions of their preparation to become professionals in the field. The study analyzed the final journal entries of 27 teacher candidates completing their student teaching practicum. The candidates attended an accredited early childhood education program aligned with the 2010 NAEYC Standards. The standards outline the knowledge and skills needed for early childhood professionals, including child development, building family relationships, assessment, developmentally appropriate practices, curriculum development, professional growth, and field experiences. The analysis found that candidates recognized the specialized knowledge required for early childhood education and the importance of responsive, culturally sensitive curricula that respect children and families, consistent with the NAEYC Standards for early childhood professional preparation.
This study examined the relationship between teachers' approach to school-wide positive behavioral interventions and supports (SW-PBIS) and their self-efficacy for character education. The study found that teachers who endorsed SW-PBIS reported higher ratings of personal efficacy for teaching character. Core teachers also showed higher efficacy than other teachers. The results suggest SW-PBIS systems may enhance teachers' efficacy for character education and impact student character development by providing a foundation of clear behavioral expectations.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
Analysis of teachers motivation on the overall performance of public basic sc...Alexander Decker
This document summarizes a research study that analyzed the impact of teacher motivation on student performance in public basic schools in Wa Municipality, Ghana. The study collected data through questionnaires administered to 100 teachers across 20 randomly selected schools. Statistical analysis found that teacher motivation affected student achievement over the past 5 years, though student performance fluctuated. The study aims to provide stakeholders with an understanding of how improving teacher motivation could lead to better student outcomes through meeting teachers' needs as outlined in motivation theories.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
Competencies and professional development needs of kindergarten teachersSubmissionResearchpa
The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan. by Phoebe L. Gallego and Manuel E. Caingcoy 2020. Competencies and professional development needs of kindergarten teachers. International Journal on Integrated Education. 3, 7 (Jul. 2020), 69-81. DOI:https://doi.org/10.31149/ijie.v3i7.491. https://journals.researchparks.org/index.php/IJIE/article/view/491/476 https://journals.researchparks.org/index.php/IJIE/article/view/491
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
The document discusses three main types of assessments: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning refers to summative assessments like exams and final projects that are used to evaluate learning at the end of a unit. Assessment for learning refers to formative assessments like quizzes, discussions and projects that are used during instruction to adjust teaching and provide feedback. Assessment as learning refers to assessments that actively involve students in self-assessment and goal-setting to improve learning. Examples of different assessment types are provided.
A Venn diagram is a diagram that shows all possible logical relations between a finite collection of different sets. It displays overlapping and disjoint areas between the sets through the use of overlapping circles or ellipses. The entire space the circles or ellipses occupy represents the universal set, and any intersection between the circles represents elements common to those sets.
The document discusses instrumentation in educational research. It describes different types of instruments used to collect data, such as questionnaires, surveys, tests, and observation forms. It also covers important aspects of instrumentation including validity, reliability, measurement scales, and how scores are reported.
Filters are frequency-selective circuits designed to pass some frequencies and reject others. There are five basic kinds of filter circuits: low-pass, high-pass, band-pass, band-stop (band-reject), and all-pass filters. The cutoff frequency, which determines what frequencies are passed or rejected, depends on the circuit components like resistors and capacitors or inductors and capacitors. Common filter types include passive RC and RL filters as well as twin-T notch filters used to eliminate hum.
Baseband transmission involves sending original voice, video, or digital signals directly over a medium without modification. For example, in telephone systems the unaltered voice is transmitted over wires. In computer networks, digital signals are directly applied to cables. Broadband transmission involves modulating a higher frequency carrier signal with a baseband signal before transmission. Modulation impresses the baseband signal onto the carrier. Multiplexing techniques like frequency-division, time-division, and code-division multiplexing transmit multiple signals simultaneously by manipulating the carrier signal.
The governments of the United States and other countries established agencies to regulate the use of the finite radio frequency spectrum. In the US, Congress passed the Communications Act of 1934 which established the Federal Communications Commission (FCC) to allocate spectrum, issue licenses, set standards, and enforce regulations. The Telecommunications Act of 1996 further influenced spectrum use. The FCC controls all radio and telephone communications in the US and regulates electromagnetic emissions, while the National Telecommunications and Information Administration performs similar functions for government and military services. Other countries have analogous regulatory organizations.
This presentation reviews math skills for everyday problems, including operations on integers. It discusses rules for adding, subtracting, multiplying and dividing integers. When adding or subtracting integers, the sign of the answer depends on the signs of the numbers. For multiplication and division, the answer is positive if an even number of factors are negative, and negative if an odd number are negative. Examples are provided to demonstrate applying the rules.
Fundamentals in Electronics Communication.pptxsan_6384
Communication is the process of exchanging information, thoughts or ideas through verbal, nonverbal, print, and electronic means. There are three basic components of communication in electronics: a transmitter that sends a signal, a communication channel or medium that carries the signal, and a receiver that obtains the signal.
This document defines fundamental concepts about sets, including:
- A set is a collection of distinct objects called elements. Capital letters denote sets and lowercase letters denote elements.
- Sets can be finite, containing a countable number of elements, or infinite. The cardinality of a set refers to the number of elements it contains.
- Basic set operations are defined, including unions, intersections, complements and subsets.
- Venn diagrams provide a visual representation of relationships between sets using overlapping circles to depict membership.
The document outlines the class schedule and learning model for STEM students at Western Mindanao State University. It follows a 50-50 learning model with both synchronous and asynchronous classes. Core subjects include General Math, Pre-Calculus, Oral Communication, General Chemistry, and Earth Science. Applied subjects are Entrepreneurship Technology, Introduction to Philosophy, and Kapisanan ng mga Progresibong Kabataan sa Kanayunan at sa Lungsod. The student organization officers for the year are also listed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Pride Month Slides 2024 David Douglas School District
ALRAEIS FINAL-DEFENSE-PPT .pptx
1. TEACHERS’ WORKING CONDITIONS
AMIDST THE COVID-19 PANDEMIC VIS-
À-VIS WORK PERFORMANCE IN A
DISTRICT
OF ZAMBOANGA CITY DIVISION
THESIS
Final Defense
ALRAEIS I.
ABDULHAMID
Ma.Ed. Candidate
2. Background of the Study
The demand for teaching and learning
has changed for the School Year 2020-2021
as a result of the impact of Covid-19.
Education institutions, including the
Department of Education shifted focus to
deliver education remotely through various
distance learning delivery modalities
(DLDMs).
3. Background of the Study
• In the Philippines, the impact of school closures
during the Covid-19 pandemic is evident in both basic and
higher education institutions (Nicholls, 2020; Toquero,
2020 in Landicho, 2021).
• The work-from-home-setup experienced by teachers
during the pandemic pose various challenges among
them to include job related items and work
responsibilities, professional development and
promotional opportunities, recognition and work
achievement, organizational policy and administration and
technical supervision, working relations and
compensation benefits, and physical working conditions
and health issues (Mandapat & Farin, 2021).
4. Background of the Study
• Although there have been a number of studies
conducted previously on the working conditions of
teachers vis-à-vis work performance (Kuncoro &
Dardiri, 2017; Kaupa, 2020; Toropova, Myrberg &
Johansson, 2019 ; Parasuraman (2009) in Ohide &
Mbogo, 2017; Bushiri, 2014; Ouma & Munyua, 2018;
Addimando, 2019; Ohide & Mbogo, 2017; Kadtong,
et.al., 2018, Moore, 2019), however, there has been
no study yet that sought to investigate the working
conditions of public elementary school teachers
during the Covid-19 pandemic and how these affect
their work performance.
5. Background of the Study
• Therefore, there is a need to get a deeper
understanding of how teachers deal with their
work and perform their duties and responsibilities
by looking into the different work-related factors
such as professional development, recognition,
communication, collaboration, and professional
expectation which may significantly influence the
quality of their work performance.
6. Objective of the Study
To determine the working conditions
of public elementary school teachers in
District A, Zamboanga City Division
amidst the Covid-19 pandemic and how
this working condition affected their
work performance.
Specifically, it aimed to answer the
following research questions:
7. Statement of the Problem
1. What is the extent of working conditions of public elementary
school teachers measured in terms of:
1.1. Professional Development
1.2. Communication
1.3. Recognition
1.4. Collaboration
1.5. Professional Expectation
2. What is the level of work performance of public elementary school
teachers measured in terms of?
2.1. Content, Knowledge, & Pedagogy
2.2. Diversity of Learners & Assessment and Reporting
2.3. Curriculum & Planning
2.4. Community Linkages and Professional Engagement &
Personal Growth and Professional Development
2.5. Plus Factor
8. +8/
Statement of the Problem
3. Is there a significant relationship between the
working conditions of public elementary school
teachers and their level of work performance?
4. Is there a significant difference in the extent
working conditions of public elementary school
teachers when the variable is categorized according
to:
4.1. Age
4.2. Marital Status
4.3. Length of Service
4.4. Gender
9. +8/
Statement of the Problem
5. Is there a significant difference in the level of work
performance of public elementary school teachers
when the variable is categorized according to:
5.1. Age
5.2. Marital Status
5.3. Length of Service
5.4. Gender
10. Significance of the Study
The results obtained from this study can be
used for
Policy formulation and Program
development as it provides data for school
leaders, policy-makers, and stakeholders to
understand teachers’ unique working
conditions in schools and how these working
conditions affect their work performance.
11. Significance of the Study
This study will provide research-based
evidences that would help DepEd Policy-
Makers in crafting and/or revising policies
related to teachers’ workload preparations,
instruction, professional development,
awards and recognitions as well as
professional expectations which may
significantly influence their work
performance as a teacher.
12. Significance of the Study
Further, the results gathered can be used by
Educators in the Regional and Division Level as
basis for teachers’ professional development and
the provision of trainings to equip teachers with
the necessary competencies and technical know-
how on how to handle instruction in the new
normal. This effort will give teachers the
confidence to handle the distance education
program.
13. Scope & Limitations
The working conditions as the main focus of the
study were delimited to measuring the Professional
Development, Communication, Recognition,
Collaboration, and Professional Expectation of teachers
that may have influenced teachers’ performance in
terms of Content, Knowledge, & Pedagogy, Diversity of
Learners & Assessment and Reporting, Curriculum &
Planning, Community Linkages and Professional
Engagement & Personal Growth and Professional
Development, and Plus Factor.
14. Scope & Limitations
The study was conducted during the 1st
quarter of school year 2021-2022. The
respondents of the study were delimited to
Teachers comprising regular-permanent
teachers and Principals assigned in public
schools located at least 30 kilometers west of
Zamboanga City.
15. Review of Literature
Working Conditions
play an important role in a school’s ability to
do so. Schools that are able to offer their teachers
a safe, pleasant, and supportive working
environment and adequate compensation are
better able to attract and retain good teachers and
motivate them to do their best. Teachers’ working
conditions are important to teachers because they
affect how much individual attention teachers can
give to students (Suharso, et.al, 2019).
16. Review of Literature
Factors affecting Teachers’ Working Conditions
According to Ladd (2009) working conditions for
teachers are influenced by the physical features of the work
place, the organizational structure, and the sociological,
political, psychological and educational features of the work
environment (Johnson, 2006; Johnson, Berg, and Donaldson,
2005). Johnson (2003) as cited by Ye (2016) specified school
facilities, community relations (Johnson, Kraft, & Papay, 2012;
Ladd, 2011; Loeb, Darling-Hammond, & Luczak, 2005); as well
as classroom-instruction level working conditions, such as the
amount of instruction support offered and time allotted for
instruction planning and collaboration (Johnson et al., 2012;
Ladd, 2011) can affect teachers’ work performance.
17. Review of Literature
Moreover, research has shown the importance of
instruction related working conditions for teachers’ growth
and students’ success, because these factors are more
directly linked to the classroom instruction and teaching
(Johnson, 1990; 2006; Johnson et al., 2012; Leithwood,
2006). These multiple aspects of working conditions are
malleable and dynamic within a rich, professional context
that encourages teachers’ learning and growth. When the
schools provide a series of supports for classroom
instruction as a good working environment, teachers are
more sustained and effective in their work (Johnson et al.,
2012; Loeb et al., 2005).
18. Review of Related Studies
In a study conducted by Kraft and
Simon (2020), findings revealed that most
teachers report that their school district,
school principals, and peers are
communicating effectively, providing
support, and recognizing their efforts
during Covid-19 pandemic.
19. Theoretical Framework
According to Bushiri (2014), employees' performance
has been established to be directly related to employees'
motivation and this assertion was corroborated by different
management theories and one of those was Frederick
Hertzberg.
In this research, the theory being considered was
Hertzberg’s Two-Factor Theory. It was used because
of its appropriateness to the context of the study. According
to Herzberg’s theory as cited by Alshmemri, Shahwan-Akl &
Maude, (2017), motivation factors, or motivators, are intrinsic
to the job and lead to positive attitudes towards the job
because they satisfy the ‘need for growth or self-
actualisation’ (Herzberg, 1966).
21. Conceptual Framework
.
EXTENT OF TEACHERS’
WORKING CONDITIONS
Professional
Development
Communication
Recognition
Collaboration
Professional Expectation
WORK PERFORMANCE
Content, Knowledge, &
Pedagogy
Diversity of Learners &
Assessment and
Reporting
Curriculum & Planning
Community Linkages and
Professional Engagement
Plus Factor
DEMOGRAPHIC PROFILE
OF THE RESPONDENTS
Age
Marital Status
Length of Service
Gender
22. Independent Variables
* Gender – is a self-report measure on sexual
orientation of the respondents such as
male or female
* Age - is a self-report measure from age 20, in
10 year increments
* Marital Status – is a self-report measure as
single, married, divorced or partnered
* Length of Service - is a self-report measure
from year 1, in 10 years increments
23. Dependent Variables
*1. Extent of Working Conditions
*2. Work Performance
*3. Professional Development
*4. Communication
*5. Recognition
*6. Collaboration
*7. Professional Expectations
*8. Content, Knowledge, & Pedagogy
*9. Diversity of Learners & Assessment and Reporting
*10. Curriculum & Planning
*11. Community Linkages and Professional Engagement
*12. Plus Factor
24. Descriptive-Survey
approach was used
Reason:
- used to investigate the
characteristics, behaviors, or
opinions of a group of people
or can also be used to collect
information on experiences
or demographic information
such as gender, religion,
ethnicity, and income in a
relatively short period of time
(Cherry, 2020)
METHODOLOGY
Research Design
26. METHOD
Sampling & Sampling Procedure
According to Cherry (2020),
when using survey as a research
design, generally, random
sampling must be used in
selecting participants in order to
avoid biases in the survey results.
27. METHOD
Sampling & Sampling Procedure
Why Survey sampling is necessary in this
study?
1. it provides a potent means of extracting and
analyzing a targeted subset of a population.
2. Sampling a part of the population often
works as a more effective surveying
approach than taking the entire population
(Bose, 2019).
28. METHOD
Sampling & Sampling Procedure
Why Survey sampling is necessary in this
study?
This claim is backed up by Pollfish (2021)
which stated that even if researchers zero in on
a subset, it is still impossible to study the entire
population of a targeted group, thus, the need to
carry out sampling is necessary in order to
ensure that the sampling pool best represents
the population of researcher’s interest.
29. METHOD
Sampling & Sampling Procedure
Why Survey sampling is necessary in this
study?
Considering the research questions
posited in the study which includes three
hypotheses which are inferential in nature, the
need to employ probability sampling
procedure was necessary despite the modest
number of total population.
30. METHOD
Sampling & Sampling Procedure
This sampling procedure conducted for 105 total population
is backed up by Davis (2021) stating that if the population is
less than 100, then it is suggested to survey them all,
otherwise sampling must be carried out.
Price, Jhangiani, Chiang, Leighton, & Cuttler (n.d.)
stated that survey research more likely to use some form of
probability sampling because it has the tendency to make
accurate estimates about what is true in a particular
population, and these estimates are most accurate when
based on a probability sample.
31. METHOD
Sampling & Sampling Procedure
The samples in this
study were determined using a
simple random sampling.
According to Thomas (2020),
this method is the most
straightforward of all the
probability sampling method
as it allows the researcher to
achieve high level of internal
and external validity on the
samples (Thomas, 2020).
32. METHOD
Sampling & Sampling Procedure
Sampling frame was
created consisting of 105
regular permanent teachers
All names were
inputted into
MS Excel
The rand function
& sort feature in
Excel was used to
generate random
numbers & rank
teachers
respectively. The
first 84 teachers
were selected
randomly.
Slovin’s formula
𝐍
(𝟏+𝐍𝐞𝟐)
at
95% confidence interval and
5% margin of error was used
to determine the sample
size n=84
33. RANDOM
NUMBERS
Out of 84 samples considered
in the study, a total of 83
respondents were able to complete
the survey making the response
rate at 98.81%. The actual
respondents included in the study
were 80 teachers and three school
heads or Principals.
34. JHS Students
Independent Variable Groups n Percentage (%)
Age
<30 y/o 29
34.94
30-39 y/o 22
26.51
≥40 y/o 32
38.55
Total 83
100.00
Marital Status
Single 23
27.71
Married 55
66.27
Others 5
6.02
Total 83
100.00
Length of Service
<5 years 28
33.73
5-15 years 35
42.17
>15 years 20
24.10
Total 83
100.00
Gender
Male 16 19.28
Female 67 80.72
Total 83
100.00
Demographic Profile of the Respondents
METHOD
Independent
Variable
Groups n %
Age
<30 y/o 29 34.94
30-39 y/o 22 26.51
≥40 y/o 32 38.55
Total 83 100.00
Marital Status
Single 23 27.71
Married 55 66.27
Others 5 6.02
Total 83 100.00
Length of Service
<5 years 28 33.73
5-15 years 35 42.17
>15 years 20 24.10
Total 83 100.00
Gender
Male 16 19.28
Female 67 80.72
Total 83 100.00
37. JHS Students
Pilot Testing Reliability and Validity Result
Instruments
METHOD
Instruments
No. of
Items
Cronbach’
Alpha
Interpretation
Working
Conditions
15 0.899 Acceptable
RPMS 12 0.848 Acceptable
These Cronbach’s alpha coefficients obtained are supported by Hair, Bush &
Ortinau (2003) in Sang, Mail, Karim, Ulum, Mufli, & Lajuni (2017) who state that
the widely accepted cut-off for an instrument is that Cronbach’s alpha
should be higher than 0.70, thus as a result, no further changes were needed,
and these instruments were used in the actual study.
40. Interpretation Scale Used
Scale Mean Range Score Range Extent of Working Conditions
1 Strongly Disagree 1.0 - 1.49 Poor
2 Disagree 1.5 - 2.49 Unsatisfactory
3 Neutral 2.5 – 3.49 Satisfactory
4 Agree 3.5 – 4.49 Very Satisfactory
5 Strongly Agree 4.5 – 5.00 Outstanding
Extent of Working Conditions (DepEd, 2015)
Scale Mean Range Score Range Level of Attitude
1 Very Low ≤ 1.49 Poor
2 Low 1.50 - 2.49 Unsatisfactory
3 Moderate 2.50 – 3.49 Satisfactory
4 High 3.50 – 4.49 Very Satisfactory
5 Very High 4.50 – 5.00 Outstanding
Work Performance (DepEd , 2015)
41. Interpretation Scale Used
Range Class
<0.10 No Relationship
0.10 – 0.20 Weak
0.21 – 0.50 Moderate
>0.50 Strong
Class of Pearson Correlation &
Absolute Range of Values
Knapp (2020) in Carvalho et.al. (2017)
42. RESULTS
Research Problem #1. What is the extent of working
conditions of public elementary school teachers measured in terms
of Professional Development, Communication, Recognition,
Collaboration, and Professional Expectation?
These findings agree with the findings obtained by Kraft and Simon (2020) stating
that most teachers report that their school district, school principal, and peers are
communicating effectively, providing support, and recognizing their efforts during
pandemic, thus, manifesting positive regard on their working conditions.
43. RESULTS
Research Problem #2. What is the level of work performance of
public elementary school teachers measured in terms of Content,
Knowledge, & Pedagogy, Diversity of Learners & Assessment and
Reporting, Curriculum & Planning, Community Linkages and
Professional Engagement, and Plus Factor?
Table 4.2 Elementary Teachers’ Work Performance Level
44. RESULTS
Research Problem #3. Is there a significant relationship
between the extent of working conditions of public elementary
school teachers and their level of work performance?
Hypothesis 1: There is no significant relationship between the
extent of working conditions of public elementary school teachers
in District A and their level of work performance.
45. RESULTS
This finding affirms/disagrees with the
Hertzberg’s Two-Factor Theory – which states that
motivation factors are related to a person’s job satisfaction
and include advancement, the work itself, possibility of
growth, responsibility, recognition, working conditions and
achievement (Herzberg, 1966).
It disagrees with the findings of Kuncoro & Dardiri (2017)
and Kaupa (2012) which revealed that there is no
correlation between work conditions and teachers’
performance, but
It agrees with that of Toropova, Myrberg & Johansson
(2010), Parasumaran (2009) in Ohide & Mbogo (2017) and
Bushiri (2014) for which results revealed that school
working conditions are associated with teachers’
performance.
46. RESULTS
Research Problem #4. Is there a significant
difference in the extent of Working Conditions of
public elementary school teachers when the
variable is categorized according to age, marital
status, length of service, and gender?
Hypothesis 2: : There is no significant difference
in the extent of Working Conditions of public
elementary school teachers when the variable is
categorized according to age, marital status,
length of service, and gender.
47.
48. RESULTS
Research Problem #5. Is there a significant
difference in the Work Performance of public
elementary school teachers when the variable is
categorized according to age, marital status,
length of service, and gender?
Hypothesis 2: : There is no significant difference
in the level of Work Performance of public
elementary school teachers in District A when the
variable is categorized according to age, marital
status, length of service, and gender.
49.
50. 1.Teachers’ working conditions which are defined
as the working environment and existing
circumstances that play an important role in a
school’s ability to affect positively or negatively
teachers’ motivation and morale, attraction,
retention and commitment, are found to be
Very Satisfactory across all dimensions to
include Professional Development,
Communication, Recognition, Collaboration,
and Professional Expectation.
CONCLUSIONS
51. CONCLUSIONS
2. The level of work performance of
public elementary school teachers is
Very Satisfactory across all areas to
include Content, Knowledge, &
Pedagogy, Diversity of Learners &
Assessment/Reporting, Curriculum &
Planning, Community Linkages &
Professional Engagement, and Plus
Factor.
52. CONCLUSIONS
3. The extent of working conditions is associated with
teachers’ work performance based on the statistically
significant strong positive relationship obtained from
the correlational analysis between working conditions
and level of work performance of teachers.
4. There is no significant difference in the extent of
working conditions of public elementary school
teachers when the variable is categorized according
to gender, age, marital status, and length of service.
53. CONCLUSIONS
5. There is no significant difference in the
level of work performance of public
elementary school teachers when the variable
is categorized according to gender, age,
marital status, and length of service.
54. RECOMMENDATIONS
1.Policy on teacher working conditions
that include the provision of safe and
motivating work environment that
supports and promotes collaboration,
multi-channel communication,
professional development, recognition,
and professional expectation should be
established considering workload and
work-life balance, class sizes and
pupil-teacher ratio (PTR).
55. 2. Teachers’ work performance should be periodically
monitored in terms of Content, Knowledge, &
Pedagogy, Diversity of Learners &
Assessment/Reporting, Curriculum & Planning,
Community Linkages & Professional Engagement, and
Plus Factor in order to ensure that goals, objectives
and targets are achieved above the established
standards. A diversified career development
opportunities should be created so that teachers who
perform exemplarily can be provided with better
opportunities that entail promotion, reduced teaching
hours, or subject coordinatorship and teachers-
mentorship.
RECOMMENDATIONS
56. RECOMMENDATIONS
3. Aside from utilizing the RPMS tool to determine
teachers’ level of work performance, School
Administrators or Principals should also conduct
periodically teachers’ satisfaction assessment and
Feedback in order to determine teachers’ perception
of their workplace whether it is motivating or not,
and be able to address all areas in their working
conditions that significantly affect their work
performance in school. A continuous school/cluster-
based professional development scheme to include
distance learning for all teachers, and improved
teacher management through provision of resources
and incentives should be established.
57. RECOMMENDATIONS
4. Working conditions should be made favorable for all
teachers regardless of gender, age, marital status, and
length of service. There should be equal opportunities
provided for all teachers in terms of professional
development, recognition, and support.
5. A Career Progression Scheme must be created for
all teachers in order to ensure that all teachers are
provided with equal opportunities to various trainings
and seminars that focus on improving their skills in
terms of Content, Knowledge, and Pedagogy, Diversity
of Learners, Curriculum & Planning, and Community
Linkages.
58. 6. Future researches on the same topic are
encouraged employing other research
designs such as qualitative approach in
order to obtain an in-depth analysis of the
phenomenon pertaining to teachers’
perception of their working conditions.
RECOMMENDATIONS
that would help improve learning outcomes of high school students through determining the role of social support in their attitude towards learning.
that would help improve learning outcomes of high school students through determining the role of social support in their attitude towards learning.
The study employed a descriptive - survey approach in answering the research questions. This approach was deemed to be the most appropriate to be used in this study as it allowed the researcher to investigate teachers’ working conditions amidst the Covid-19 pandemic relative to their work performance within a limited period of time.
According to Cherry (2020), survey can be used to investigate the characteristics, behaviors, or opinions of a group of people or can also be used to collect information on experiences or demographic information such as gender, religion, ethnicity, and income in a relatively short period of time.
The study was conducted at the six public elementary schools located at least 30 kilometers west of Zamboanga City. It is composed of six school heads and ninety nine (99) regular teachers.
The study included all 105 regular permanent teachers to include a total of six school heads, 15 male teachers, and 84 female teachers from six schools in a district located at least 30 kilometers west of Zamboanga City.
The target population covered all regular permanent teachers who have not been on quarantine due to Covid-19 infection during the conduct of the study as determined by their local health authority.
There were two validated instruments used in the study to include the Working Conditions Survey Questionnaire and the DepEd Results-Based Performance Management System (RPMS) For Teachers: Self-Assessment Tool for Teachers. Permission from the original authors were sought for the proper utilization of the instruments in the study.
The Working Conditions Survey Questionnaire is a validated 15-item instrument adopted from Kraft, Simon & Arnold (2020). All items in each of its dimensions in the questionnaire have an alpha between 0.86 and 0.89 which is interpreted as highly reliable. Its dimensions include Professional Development, Communication, Recognition, Collaboration, and Professional Expectation employing a 5-point Likert Scale 1-Strongly Disagree, 2-Disagree, 3-Neutral, 4- Agree, and 5-Strongly Agree (See Appendix A).
There were two validated instruments used in the study to include the Working Conditions Survey Questionnaire and the DepEd Results-Based Performance Management System (RPMS) For Teachers: Self-Assessment Tool for Teachers. Permission from the original authors were sought for the proper utilization of the instruments in the study.
The Working Conditions Survey Questionnaire is a validated 15-item instrument adopted from Kraft, Simon & Arnold (2020). All items in each of its dimensions in the questionnaire have an alpha between 0.86 and 0.89 which is interpreted as highly reliable. Its dimensions include Professional Development, Communication, Recognition, Collaboration, and Professional Expectation employing a 5-point Likert Scale 1-Strongly Disagree, 2-Disagree, 3-Neutral, 4- Agree, and 5-Strongly Agree (See Appendix A).
Both of these instruments were pilot tested among 17 public elementary school teachers in order to determine its reliability and validity for the current study.
These tools were used due to its appropriateness in analyzing the type of data collected.
The Mean and Standard Deviation were used as statistical tools to determine the Extent of Working Conditions of teachers measured in terms of the four dimensions namely Professional Development, Communication, Recognition, Collaboration, and Professional Expectation. The mean score for each dimension was computed by calculating the total score or sum across all items divided by the total number of items in each dimension. The mean scores obtained were interpreted using the scale below adopted from DepEd Adjectival Rating (2015).
Based on Table 4.1, data show that the extent of working conditions of public elementary school teachers is observed to be Very Satisfactory across all dimensions with total mean score X=4.041. This implies that amidst the Covid-19 pandemic, schools and the Department of Education as a whole were presumed to be responsive in providing the necessary support among teachers that would help them effectively perform their duties and responsibilities, as well as cope with all the challenges they experienced towards their work as a teacher. Further, the finding also implies that schools and DepEd in general are believed to have been focused on developing a wide-range of strategies which aim to enhance teachers’ total well-being during Covid-19 pandemic.
Looking at Table 4.2 it can be seen that public elementary school teachers in District A obtains a Very Satisfactory level of performance across all areas with an average mean score X=4.254. This finding indicates that despite the sudden changes in their work routine as well as the complexities at work brought about by the Covid-19 pandemic, public elementary school teachers exceed expectations wherein all goals, objectives, and targets are achieved beyond the established standards
It can be gleaned on Table 4.4 that the dependent variable (DV) Working conditions do not statistically differ across age, marital, status, length of service, and gender with p-values greater than 0.05, therefore Hypothesis 2 is accepted. With this, it can be concluded that there is no significant difference in the working conditions of public elementary school teachers in District A across age, marital, status, length of service, and gender.
Table 4.5 presents the result of the analysis of the level of Work Performance of public elementary school teachers in District A measured across gender, age, marital status, and length of service. An analysis of variance (ANOVA) was used to determine whether there is a significant difference in the work performance of public elementary school teachers when the variable is categorized according to age, marital status, and length of service, while an Independent T-Test was used to test the work performance across gender.
Public elementary school teachers perceive to be most satisfied in terms of the Professional Development, but least satisfied in terms of Communication and Professional Expectation to include
The finding indicates that the public elementary school teachers’ work performance exceeds expectations where goals, objectives and targets were achieved above the established standards.
(Policy Guidelines on the K to 12 Basic Education Program, Order 021, s. 2019, included in the term “Flexible Learning Options” are “alternative delivery modes (ADM),
(Policy Guidelines on the K to 12 Basic Education Program, Order 021, s. 2019, included in the term “Flexible Learning Options” are “alternative delivery modes (ADM),
(Policy Guidelines on the K to 12 Basic Education Program, Order 021, s. 2019, included in the term “Flexible Learning Options” are “alternative delivery modes (ADM),