Correlates with Teaching Effectiveness of Public School Teachers

Abstract

This study aimed to determine the teachers’ problems, their relationship to teaching effectiveness as well as to explore the relationship between these variables. To achieve these purposes, the researcher made use of the modified Teacher’s Problem Q-sort and the descriptive – correlation research method to establish relationship and the CB-PAST for teachers in gathering pertinent data required in the study. The data were analyzed using descriptive statistics and simple correlation method. The 0.05 probability level was the  critical point of reference. The study was conducted at the Northern part of Nueva Vizcaya during the second semester of school year 2012-2013.

In correlating demographic variables with problem areas, the study revealed that the teachers with lower position have encountered more pressing problems on pupil evaluation, standards, policies, parent- teacher relations and the aggregate of the problem areas. Younger teachers have encountered more pressing problem on motivation, teacher-teacher relationships, professional growth, techniques in learning, policies, parent – teacher relations, economic problems,  and aggregate of the problems areas. Female teachers have encountered more pressing problems on motivation, learning skills, pupil responsibility, time, professional growth, technique in learning, instructional materials, and aggregate of the problems areas. Single teachers have experience more pressing problems on parent- teacher relation.  Teachers with higher educational attainment experience more pressing problems on pupil responsibility; while those with lower educational attainment have experience more pressing problems on policies. Teachers assigned in non central schools experience more pressing problems on motivation, learning skills, pupil responsibility, and maturity. Teachers assigned in lower grades experienced more pressing problems on on learning skills, pupil responsibility and maturity. Teachers who were new in service encountered pressing problems on motivation, learning skills, pupil responsibility, maturity, pupil grouping, pupil evaluation, teacher-teacher relationship, instructional materials, policies, parent – teacher relation, economic problem, and aggregate of the problems areas.  Teachers who major an educational management have experience more pressing problems on pupil responsibility, curriculum, instructional materials, parent teacher relation, economic problems and aggregate of the problems areas.

Correlating demographic variables on the other hand with teaching effectiveness revealed that teachers with higher position have higher teaching effectiveness in terms of diversity of learners, curriculum content pedagogy, and social regards for learning. Younger teachers have higher thinking effectiveness in terms of diversity of learners, community linkages. Teachers with higher educational attainment have higher teaching effectiveness in terms of diversity of learners,  curriculum content and pedagogy and social regards for learning. Teachers assigned in lower grades have higher teaching effectiveness interms of community linkages. Teachers who were new in service have higher teaching effectiveness in terms of learning environment.  Teachers who majored in other fields have higher teaching effectiveness in terms of curriculum content and pedagogy. Teachers with lower position have encountered more pressing problems on pupil evaluation, standards, policies, parent-teacher relations, and the aggregate of the problems areas. Younger teachers have encountered more pressing problems on motivation, teacher-teacher relationships, professional growth, techniques in learning, policies, parent-teacher relations, economic problems, and aggregate of the problems areas.

The study further revealed that when teacher’s problem were correlated with teaching effectiveness, it was found out that those who encountered more pressing problem on motivation have lower level of teaching effectiveness in planning, assessing, and recording. Teachers who encountered more pressing problem on maturity have lower level of teaching effectiveness in planning, assessing and recording but higher level of teaching effectiveness in learning environment. Teachers who encountered more pressing problem on pupil grouping have higher level of teaching effectiveness in diversity of learners, and learning environment. Teachers who encountered more intense problem on instructional materials have higher level of teaching effectiveness in learning environment. Teachers who encountered more intense problem on parent-teacher relation have  higher level of teaching effectiveness in diversity of learners, and learning environment.