Research Capabilities of Public Secondary School Teachers in the Schools Division of Zambales

2021 ◽  
Vol 3 (7) ◽  
pp. 26-35
Author(s):  
Elizabeth N. Farin ◽  
Wilma M. Brade ◽  
Cherry E. Garcia
Keyword(s):  
Secondary School ◽  
Computer Literacy ◽  
Secondary School Teachers ◽  
Computer Applications ◽  
Research Proposal ◽  
Research Report ◽  
Female Teacher ◽  
School Teachers ◽  
Public Secondary School ◽  
Significant Difference

The study aimed to assess the research capability of public secondary school teachers in the Division of Zambales and utilized a descriptive research design with a questionnaire as the main instrument in gathering data from seven hundred (700) teacher-respondents who were randomly selected. The researcher found out that the respondent is a married female Teacher-I in her early adulthood, with 21-25 hours of teaching load, baccalaureate degree holder had no research conducted and published but had attended a school-based seminar on research with knowledge on basic computer applications.  The respondents were assessed "moderately capable" of writing a research proposal and writing a research report. There is significant differences in civil status, academic rank, specialization, number of seminars attended, number of research published, and the level of computer literacy towards writing research proposal while the significant difference in age, specialization, number of seminars attended number of research published, and the level of computer literacy towards writing a research report. There is a slight or weak relationship between the number of research conducted and the research capability and a negligible relationship between the number of seminars attended and the research capability as to writing a research proposal and writing a research report.

Multiple Regression Model of the Implementation of Result-Based Performance Management System (Rpms) in Public Secondary Schools of Batangas

2020 ◽  
Vol 2 (1) ◽  
pp. 15-47
Author(s):  
Mylene H. Limjoco
Keyword(s):  
Secondary School ◽  
Learning Environment ◽  
Educational Attainment ◽  
Content Knowledge ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Length Of Service ◽  
The Public ◽  
Public Secondary School ◽  
Significant Difference

This study assessed the implementation of RPMS and the challenges and advantages in the secondary public schools of the Division of Batangas Province and its component cities during the S.Y. 2019-2020. It employed the descriptive-quantitative research to gather the needed information regarding the public secondary school teachers’ view on the implementation of RPMS and the challenges and advantages they encountered in its execution. A total of five hundred forty-three (543) respondents were chosen using disproportional stratified sampling based on the Cochran’s Formula. Survey-questionnaire was utilized to gather the data on RPMS. Frequency, mean, Spearman rho (rs), Mann-Whitney U-test, Kruskall Wallis H-test and multiple linear regression were used in the data analysis. The results revealed that majority of the public secondary school teachers are Teacher I, who belong to 31-35 age bracket, females, have earned units in the master’s degree and they have been in the service for about 5 years. Content knowledge and pedagogy and assessment and reporting are highly implemented in the RPMS. However, learning environment, diversity of learners and curriculum and planning are satisfactorily implemented. The IPCRF ratings of the teachers are very satisfactory. Most of the challenges and advantages of the implementation of RPMS are evident as to assessment issues and standardization among schools because they have different assessment protocols. There is no significant difference in the assessment of the respondents on the implementation of RPMS in terms of content knowledge and pedagogy, curriculum and planning, and assessment and reporting when all the profile of the respondents are considered. On the other hand, there is significant difference in the implementation as to learning environment and diversity of learners when age, highest educational attainment and length of service are considered. There is no significant difference in the challenges experienced in the RPMS implementation when profile is considered except for educational attainment. Similarly, there is no significant difference in the advantages of the implementation of RPMS when their profile is considered except for educational attainment and length of service. Content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting have significant impact on the RPMS rating of teachers. Lastly, learning environment and diversity of learners significantly influence the RPMS rating based on the regression model.

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals Assessment of intercultural competence of vocational teachers in Croatia

2015 ◽  
Vol 21 (4) ◽  
pp. 37-51
Author(s):  
Višnja Rajić ◽  
Tomislav Rajić
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Secondary School Teachers ◽  
Vocational Teachers ◽  
School Teachers ◽  
Self Assessment ◽  
New Era ◽  
Significant Difference ◽  
The Republic ◽  
Academic Year

Due to the changes in society and the new era of “super-diversity” (Vertovec, 2007) in European countries, intercultural competence is gaining importance both in everyday life situations and teacher training. In the academic year of 2014/2105, a research was conducted on a sample of 136 prospective secondary school teachers undergoing their pedagogical-didactical-methodological training in different universities in the Republic of Croatia. The tool that was employed in the self-assessment of intercultural competence was called Recognising intercultural competence: What shows that I am interculturally competent? The results showed that the examinees perceive their intercultural competence quite high; attitudes (M = 4,09); skills (M = 4,12); knowledge (M = 4,02). There is no significant difference between the perceived dimensions (p = ,282). Further research is recommended to better understand the insights about the examinees’ understanding of intercultural competence.

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