Public Elementary School Teachers Research Articles

The Mediating Effect of Teaching Effectiveness on the Relationship Between Passion and Commitment Among Public Elementary School Teachers

This study aimed to investigate the mediating effect of teaching effectiveness on the relationship between passion and commitment among 300 teachers in the Division of Davao del Sur. This study employed a non-experimental design utilizing the descriptive correlation technique. The statistical tools used were mean Pearson r and path analysis using SPSS AMOS. Research instruments on passion, commitment, and teaching effectiveness were validated and used as data sources. Using Pearson r, the results revealed a significant relationship between passion and commitment, passion and Teaching effectiveness, and teaching effectiveness and commitment. Utilizing path analysis, the study’s results showed no mediation of teaching effectiveness on the relationship between passion and commitment. Consequently, the findings of this study contended that teaching effectiveness as mediating variable carries no influence on passion and commitment.

The Mediating Effect of Adaptive Behavior of Teachers on the Relationship Between Resilience and Job Performance

The study investigated the mediating effect of adaptive behavior on the relationship between Resilience and job performance among public elementary school teachers. The sample comprised 310 general elementary teachers in Kiblawan District, Davao del Sur. Questionnaires using a 5-point Lickert scale were administered by the researcher. In the statistical analysis, adaptive behavior was the mediating variable, and the result was high. At the same time, Resilience was identified as the independent variable and had a high level. Job performance was the dependent variable due to the high level also. Path Analysis was used to establish the relationships among the variables. Results showed that Resilience and adaptive behavior are positively correlated, and the connection is significant.Similarly, adaptive behavior and job performance have a positive causal relationship, and the association is also significant. Likewise, Resilience and job performance also have a meaningful relationship and are positively correlated. Findings also revealed that adaptive behavior partially mediates the relationship between strength and job performance, such that the overall influence of Resilience on job performance is transmitted through adaptive behavior. In contrast, the widespread impact can be explained, either through direct or through mediation, by other variables that were not included in the established model of the study. This implies that Resilience influences adaptive behavior, which affects job performance.

The Mediating Effect of Leadership Trust on the Relationship Between Organizational Commitment and Willingness to Remain in the Profession of Public Elementary School Teachers

This study determined the mediating effect of leadership trust on the link between organizational commitment and willingness to remain in the profession among 300 teachers in the Division of Davao del Sur, the Philippines, using a non-experimental quantitative descriptive-correlational research design. Weighted mean, Pearson r, and path analysis using AMOS were used for data analysis. Findings revealed that the level of Organizational Commitment and level of Job Satisfaction are “high,” while the level of willingness to remain in the profession is “very high.” Organizational commitment positively and significantly correlated with willingness to stay in the work (r=0.162) and leadership trust (r=0.573). Also, Leadership Trust positively and significantly correlated with overall Willingness to Remain in the profession (r=0.386). Utilizing path analysis, the study revealed complete mediation of leadership trust on the association between organizational commitment and willingness to remain in work. This means that leadership trust is why organizational commitment can influence the desire to stay in the profession.

PENGARUH FAKTOR INDIVIDU, BUDAYA ORGANISASI DAN PERILAKU KERJA TERHADAP KINERJA GURU SEKOLAH DASAR (SD) NEGERI KECAMATAN BANDAR BARU KABUPATEN PIDIE JAYA

This study aims to explore further and provide empirical information about the influence of individual factors, organizational culture and work behavior on teacher performance. This research was conducted on public elementary school teachers in Bandar Baru District, Pidie Jaya Regency. With descriptive and associative methods. The data analysis tool uses the path model. The results of the analysis show, 1) There is a direct and indirect influence of individual factors on teacher performance by 29.53%. 2) There is a direct and indirect influence of organizational culture on the performance of S teachers by 22.47%. 3) There is a direct and indirect effect of work behavior on teacher performance by 25.4%. 4) Simultaneously individual factors, organizational culture and work behavior contributed 43.9% to the performance of elementary school teachers in Bandar Baru District, Pidie Jaya Regency

A Phenomenological Study on the Experiences of Public Elementary School Teachers in Crafting Self-Learning Modules (SLM) in the New Normal

This study aimed to explore and understand the lived experiences of SLM writers in crafting Self-Learning Modules (SLM) in the New Normal in Tagum City Division. It used qualitative research design employing phenomenological approach. It comprised of fourteen beginning public elementary teachers: seven teachers for online in-depth interview (IDI) and seven teachers for online focus group discussion (FGD). This study was limited to describing and understanding the lived experiences of the participants and the data were taken from the results of IDI and FGD. For data analysis, this study employed coding and thematic analysis. For experiences, findings revealed that they lack training and knowledge on the assigned subjects experienced time constraints had hesitations, stress, and anxiety and encountered dilemma on copyright issues and social contents. Participans coped with their challenges by being resourceful in doing research asking supports from experts and colleagues using appropriate and relatable contents avoiding sensitive topics and paraphrasing and citing sources to avoid plagiarism. They also cited insights which revolved around the following themes: becoming a writer as an opportunity for professional growth provision of support for teacher-writers DepEd to select expert teachers give enough time for writing modules teacher-writers to consider learners capacity and grant of rewards and promotion. The results implied that writers should have enough trainings and seminar- workshops about SLM crafting. Also, the study would give awareness and suggestions that could be helpful for teachers, students, and DepEd authorities as well.

Accounts of Public Elementary School Teachers on Straight Teaching: A Narratology

The study aimed to explore the accounts of public elementary school teachers in Grade 5 or Grade 6 who taught all the subjects in a single class. This is a qualitative-narratological study which tapped five (5) participants who were identified using the purposive sampling method. The five participants were concealed using the following aliases for their privacy and confidentiality: Jisoo, Amie, Jona, Primerose, and Constance. Thematic analysis was utilized to generate the results from the participants narratives. Overall, the participants closely shared the same stories in straight teaching. In the interviews, they highlighted the succeeding significant themes: (1) common challenges in straight teaching (2) ways of coping in straight teaching (3) application of non-traditional teaching practices (4) application of classroom management practices (5) lessons and insights gained from straight teaching and (6) the need to provide support to the teachers who handled all subjects in a single class. From these findings, it is implied that plenty of support and assistance should be provided to them by the concerned authorities such as the officials of the Department of Education (DepEd). Another is that their ways of coping and classroom practices should be emulated by all teachers in the service. Likewise, future researches are also encouraged to further validate the results found in this narratological study. Most importantly, the study is expected to contribute more information on the literature related to straight teaching and aboriginal education.

Educational Resource Management as Predictor to Quality of Work-Life

This study assessed the factors of educational resource management that relate to the quality of work-life among public elementary school teachers. Descriptive-correlational research design was employed to gather data among 534 teaching personnel from 26 public elementary schools in Candelaria District during the academic year 2021-2022. The primary instrument of the study was a researcher-made survey questionnaire distributed using Google forms. The study revealed that physical resources in different schools is managed while time, financial, human, information and communication technology and community resources is well-managed. Moreover, the community and physical/material resources are factors that significantly relate to the respondents’ quality of work-life in terms of job satisfaction, workplace stress, financial reimbursement, working condition, work-life balance, and safety and health based on the regression of variables. However, there is no significant difference in the perceptions of two groups of respondents to educational resource management and level of their quality of work-life. School leaders may prioritize the management of community and physical resources since these are the two factors that can be linked to personnel’s quality of work-life. This is important for all organizational inputs because it leads employee’s satisfaction and influences organizational effectiveness.

Preparedness and Promotion of Technology Leadership Toward Self-Efficacy and Instructional Performance

This study focused on the preparedness and promotion of technology leadership towards self- efficacy and instructional performance of public elementary school teachers. This utilized 442 public elementary school teachers from Candelaria, Quezon through a descriptive correlational design conducted during academic year 2021- 2022. A researcher- made survey questionnaire was utilized via Google form. The study revealed that self- efficacy was significantly predicted by systematic development when it comes to preparedness of technology leadership while promotion of technology leadership, self- efficacy was significantly predicted by technology infrastructure and support and vision, planning and management. Meanwhile, instructional performance was significantly predicted by systematic development and visionary leadership when it comes to preparedness of technology leadership while promotion of technology leadership, it was significantly predicted by vision, planning and management, technology and infrastructure support, and evaluation and research. This implies that working with peers and doing reflection may also help in enhancing self-evaluation towards teaching performance so teachers can assess points they are good at and they need to develop further.

Lived Experiences of Untrained Public Elementary School Teachers on the Implementation of Multi- Factored Assessment Tool (MFAT) in Teaching Learners: A Qualitative Inquiry

This study aimed to explore and understand the lived experiences of untrained Grade 1 teachers on the implementation of Multi-Factored Assessment Tool (MFAT) in Tagum City Division. It used qualitative research design employing phenomenological approach. It comprised of fourteen (14) untrained grade 1 teachers: seven (7) teachers for online in-depth interview (IDI) and seven (7) teachers for online focus group discussion (FGD). This study was limited to describing and understanding the lived experiences of the participants and the data were taken from the result of IDI and FGD. For data analysis, this study employed coding and thematic analysis. On their experiences, the findings revealed that they met learners with learning and special needs they lacked information and training on the nature of assessment encountered in-denial and uncooperative parents had time constraints and difficulties in preparing the location and materials. However, to cope their problems, they had set flexible schedules became resourceful provided with coordination and support and established open communication with their parents. Apart from that, their insights were: MFAT as a valuable tool to cater learners needs intensification of parent cooperation provision of financial support and tools and proper time allocation and a call for psychological and medical assessment or treatment to SPED children. The results implied that the implementation of MFAT must be improved as well as the support from the colleagues, Heads, DepEd officials, and parents. Also, the study gives awareness, insights, and suggestions that may be useful for the improvement of MFAT and giving interventions.

Expectations and Lived Experiences of Newly Hired Teachers in Public Elementary Schools of Bataraza, Palawan, Philippines

This qualitative study focuses on the expectations and lived experiences of the newly hired teachers in public elementary schools of Bataraza, Palawan, which was conducted between March to August 2022. The data were gathered through unstructured face-to-face interviews and transcribed using Colaizzi's method. Six (6) participants in their first to the third year in service were involved in this study through purposive sampling. The findings revealed that the participants had high and low expectations before they were hired as public school teachers. However, upon entering their working stations as beginning teachers, their experiences somewhat differed from their expectations on school locations, working with colleagues and administrators, relationship with the stakeholders, paperwork, teaching and classroom management, and salary. Therefore, it is recommended that the Department of Education look at the teachers’ well-being and strengthen the existing program that supports newly hired teachers.

Exploring the Impact of Leadership Styles on the Motivation of Millennial Teachers

The way a leader gives guidance, implements plans, and motivates people to achieve their goals is referred to as their leadership style. At this juncture, the exploration of leadership styles and its impact on the motivation of millennial teachers was considered a relevant discourse for the time being. The objective of the research is to assess the impact vis-a-vis the leadership style and motivation, mainly, for the purpose of establishing baseline data which may be beneficial to the players of the educational system. The anticipated outcome, on the other hand was, enhancement of leadership styles of educational leaders by proposing an action plan or program. In effect, the millennial teachers themselves would be guaranteed with a healthier functional and professional environment, to which, would also lead them to be educational leaders thereon. Using descriptive correlational design as method, a total of 105 elementary public-school teachers were identified through purposive sampling technique. All these respondents were stationed in various 21 elementary schools in the SDO Palayan City Annex, Province of Nueva Ecija, Philippines. Results revealed that preferred type of leadership by the respondents, the transformational leadership style’s item-statements dealing on idealized influence got the highest general weighted mean of 4.04., described as Fairly Often. In terms of the intrinsic and extrinsic motivational factors of teaches, they emphasized on their work as very fundamental reason for defining who they are and because they need it, as their external motivational factor. A Professional Development Plan on Leadership Style and Motivation was crafted and recommended.

Teachers’ Experiences with Occupational Therapy Multi-Tiered Systems Support: A Qualitative Study

ABSTRACT School-based occupational therapy practitioners participate in multi-tiered systems of support (MTSS) for all students, including general education students who may be at risk for school failure. However, there is little information in the literature on how school-based therapists achieve this and the perceptions of teachers who engage with occupational therapy practitioners providing service within the MTSS framework. This study aimed to understand the experiences of elementary public-school teachers working with occupational therapy practitioners who provided services within an MTSS framework. A qualitative study with a quantitative component was employed to answer the research question. Teachers (n = 13) from four different regions of the United States participated. Data sources included verbatim transcribed interviews, surveys, and documents. Data analysis revealed several constructive themes, including teachers’ learning from occupational therapists, frequent and efficient utilization, students’ progress, and teachers’ positive feelings toward occupational therapy practitioners participating in MTSS. Teachers understood occupational therapists’ workloads, respected occupational therapy practitioners, and expressed a need for more occupational therapy services in MTSS. However, the teachers did not have documentation to verify the occupational therapists’ service within the MTSS framework, which could be a stumbling block for future school-based occupational therapy practitioners’ involvement in MTSS.

Stressors, Adaptive Coping Mechanisms, and Work Motivation of Public Elementary Teachers Amid Covid-19 Pandemic: Basis for Personnel Management Program

Many people working in the education field are worried because of the epidemic, especially teachers in public schools who are now expected to continue providing instruction despite any obstacles. This study examined the stressors, coping mechanisms, and work motivation of public elementary teachers. Students' behavior, teacher's workload, time and resources, interpersonal relationship, recognition and well-being and protection were the five factors of teacher stress that were examined in this study. While the teacher's adaptive coping strategies in terms of physiological, psychological, social, and avoidance components were found. This study also looked at the sources of teacher's motivation in terms of the task itself, rewards, and remuneration, working conditions, and professional development. The respondents were the 420 public elementary school teachers in the Candelaria districts, Division of Quezon. Information was gathered via google form questionnaire and data were analyzed using both descriptive and inferential statistics. The findings reveal that the respondents felt stress in a "moderate" level. Among the six stressors, student behavior was the most powerful predictor of teacher stress. Teachers "often" employed all the suggested coping mechanisms to manage their stress during this health crisis, with psychological coping being the most frequently used. The work motivation of teachers showed that all indicators were "extremely important" in the efficient performance of their duties, with working conditions being a significant factor in improving teachers' work performance. Results also indicated a strong correlation between respondents' perceptions of stressors, coping strategies, and work motivation.

Principal’s Visionary Leadership and Work Climate toward Elementary School Teachers’ Performance

This research aims to reveal the influence of principal’s visionary leadership (X1) and work climate (X2) on teachers’ performance (X3). The type of research used is quantitative research. The target population in this study were all public elementary school principals and teachers in Kedaung Kaliangke Village as many as 160 people. The population is divided into 1 Village, with purposive sampling techniques. The researchers selected 12 schools consisting of 160 teachers and principals. In deciding the research sample, the Slovin formula was utilized. From the calculation, they obtained 114 people as research sample. Data collection technique used was using questionnaire with survey methods. The instruments were analyzed using the Likert model scale. The results of the study informed three main information. First, there were directly and positively influenced by 48% of Teacher Performance (X3) influenced by the second principal’s visionary leadership (X1). Second, there was a direct and positive influence of 39% performance variation (X3) influenced by the teacher working climate (X2). Third, there was a direct and positive influence of 62% variation of the working climate (X2) influenced by visionary leadership (X1). As a conclusion, there is positive correlation among the three variables, namely principal’s visionary leadership, work climate, and teacher performance.

PENGARUH KOMPETENSI PROFESIONAL, KOMPETENSI PEDAGOGIK DAN MOTIVASI GURU TERHADAP KINERJA GURU SEKOLAH DASAR NEGERI SE-KECAMATAN SEKUPANG BATAM DI MASA PANDEMIK COVID-19

This study aims to analyze the effect of professional competence, pedagogic competence and teacher motivation on the performance of public elementary school teachers in the Sekupang Batam district during the COVID-19 pandemic. The research method uses a quantitative approach, with a sample of 395 respondents. Data collection techniques through questionnaires, interviews, and document analysis to analyze teacher performance. The results showed that the variables of professional competence, pedagogic competence and teacher motivation simultaneously and significantly affected the performance of education personnel. The results of the t-test indicate that the variables of professional competence, pedagogic competence, and teacher motivation have a significant influence on teacher performance. The coefficient of determination of 0.576 indicates that 57.6% of teacher performance is simultaneously influenced by the variables of professional competence, pedagogic competence, and teacher motivation

The Effect of Spiritual Intelligence and Social Competence on the Performance of Middle School Teachers in Sinaboi District, Rokan Hilir Regency

Some of the problems with the performance of elementary school teachers in Cluster V, Rupat District, such as teachers who have not been able to make the class situation calm when there are students making noise in class, there are still teachers who have not made learning preparations before teaching, lack of teacher initiative in using learning media, methods teacher learning is very monotonous, namely by reading book texts, and there are still many teachers who do not understand and carry out school administration such as teachers who do not have a plan about the learning process according to their grade level. The location where this research was carried out was in Rupat District, Bengkalis Regency, Riau Province. The population of this study were public elementary school teachers totaling 67 people. The sampling technique used a saturated sample. So the number of samples used in this study were 67 teachers. A jointly significant effect was obtained between the Discipline and Motivation variables on teacher performance of 99.4% with a very high interpretation, because there were still 0.6% determined by other factors that were not part of this study. This effect is illustrated by each increase in one unit of Discipline of 0.217 and an increase of one unit in Motivation of 0.788, it will be followed by an increase in teacher performance of 2.781 one unit.

INTEGRATION OF ENVIRONMENTAL PRACTICES AND AWARENESS IN PROMOTING SUSTAINABLE SOLID WASTE MANAGEMENT PRACTICES AMONG PUBLIC ELEMENTARY SCHOOLS

The purpose of this study was to find the relationship between environmental practices and awareness in promoting sustainable solid waste management practices among public elementary school teachers at Sto. Tomas North District for the school year 2021-2022. The study employed descriptive research design. In one instance, descriptive-correlational design was used to describe and understand the variables under study. The researcher opted to use descriptive survey method to determine if the environmental knowledge and awareness is significantly related to solid waste management practices of the teachers. A survey questionnaire was used as the main tool in collecting data for the study. Weighted mean and standard deviation were utilized to assess the solid waste management practices of teachers. To test significant relationship between variables of the study, Pearson Product-Moment Correlation Coefficient was used. Findings revealed that there is a very strong association or correlation between these variables. Therefore, the findings may mean that the null hypothesis is accepted and affirmed that there is a significant relationship between Environmental Practices and Awareness and Solid Waste Management Practices of Public Elementary Teachers. However, integration of these knowledge still has constraints.

INNOVATIVE ADMINISTRATIVE PRACTICES AND SCHOOLS PROGRAMS IN THE PROMOTION OF INTERPERSONAL WELLNESS AMONG ELEMENTARY TEACHERS

Healthy interpersonal dynamics are necessary to maintain a wonderful work environment. Strong interpersonal ties and a conflictfree workplace can only be achieved with solid leadership and effective communication. This study used a descriptive-correlational methodology to examine the association between administrative procedures and the interpersonal wellness programs conducted at the schools for public elementary school teachers. The Eight Dimensions of Wellness by Swarbrick and Yudof?spiritual, social, emotional, occupational,intellectual, environmental, financial, and physical?were then correlated to the perceived degree of administrative procedures and school-implemented programs. 155 respondents from San Pablo City's Schools Division, including 144 teachers and 11 master teachers, took part in the survey, using a Google Form survey that has been verified by professionals. The results of the Spearman Rho test showed a substantial correlation between the respondents' interpersonal health level and all administrative procedures in terms of leadership, support, trust, and decision-making. This shows that improving school administrators' organizational practices will considerably aid in the overall improvement of teachers' interpersonal wellbeing. The same can be said of the findings on the relationships between implemented school programs and levels of interpersonal wellness, professional development, health and safety, gender and development, values formation, and recreation. Effective school programs can help instructors respond more quickly to the demands of their jobs since they will take into account their unique needs. Keywords: Administrative practices, school programs, interpersonal wellness

EARLY LANGUAGE, LITERACY, AND NUMERACY (ELLN) PROGRAM IN PROMOTING SALIENT TEACHING-LEARNING OUTCOMES IN A DISTANCE LEARNING REALM

The study aimed to determine the effect of the implementation of early language, literacy, and numeracy program in the teaching-learning outcomes. Furthermore, this attempted to determine if there is a significant relationship between the early language, literacy, and numeracy program in promoting salient teaching-learning outcomes in a distance learning realm. Using a descriptive correlational study method, it involved 140 public elementary school teachers from 11 schools in the San Francisco District, during the academic year 2021-2022. Self-made questionnaire was employed to measure the data about the pre-implementation, implementation, and post-implementation of early language, literacy, and numeracy program in San Francisco District in terms of teaching and learning outcomes which undergone internal and external validation through the help of the panel of examiners and group of teachers. Results revealed that there is significant relationship between the components of early language, literacy, and numeracy program to the teaching-learning outcomes in the public school in the District of San Francisco. Therefore, the null hypothesis stating that there is no significant relationship in the above-mentioned variables is not supported by evidence and therefore not sustained the findings of the study.

Teaching Competencies and Coping Mechanisms in the New Normal Education Among Public Elementary Teachers

When COVID-19 became a pandemic, distant learning was adopted. As a result, teachers have had to work despite circumstances and stressors that may have affected their mental health. This study determined the teaching competencies and coping mechanisms in the new normal education among public elementary teachers in Oquendo 1 District, Schools Division of Calbayog City. The study employed a descriptive-correlation design using a survey questionnaire to gather the necessary data and information for the investigation. The tool was pilot tested and then subjected to a reliability test using Cronbach's alpha. In this study, 78 teachers from public elementary schools were selected using a combination of complete enumeration and convenience sampling techniques. Based on the result, the level of teaching competencies gained an interpretation of ‘competent across its variables such as instructional delivery, classroom management, formative assessment, and personal competencies. Moreover, personal competencies have the highest level, while formative assessment has the lowest level. Problem-focused, emotion-focused, and appraisal-focused coping mechanisms were interpreted as 'agree' based on the overall computed mean. Moreover, emotion-focused has the highest level of coping mechanism, while appraisal-focused is the least. Therefore, it can be inferred that public elementary teachers have prepared themselves to be skilled and competent in their teaching profession, which is relevant to the needs and demands of the new normal education. Moreover, they have adopted coping strategies or mechanisms that help them overcome the challenges and difficulties of the new normal education, allowing them to adjust and fit into the new educational environment. One of its recommendations is to provide ongoing training to public elementary school teachers to ensure that their pedagogical and professional competence continues to improve.