Public Secondary School Teachers Research Articles

IMPACT OF SCHOOL PRINCIPAL’S FEEDBACK COMMUNICATION SKILLS TO THE PUBLIC SECONDARY TEACHERS’ JOB SATISFACTION

The main purpose of the study was to determine the relationship of principal’s feedback communication skills in terms of feedback quality, feedback tone, empathy and openness to dialogue and public secondary teachers’ job satisfaction in terms of work environment, job responsibilities, work-life balance, and professional development. Utilizing the descriptive quantitative which applied correlational research design, this study sought to find out the relationship of the two variables. The study used two adapted instruments for principal’s feedback communication skills and job satisfaction. The principal’s feedback communication skills were a 20-item survey questions, in terms of feedback quality, feedback tone, empathy, and openness to dialogue and for public secondary teachers’ job satisfaction was a 20-item survey questions as to work environment, job responsibilities, work-life balance, and professional development. The study found that there was a significant relationship between principal’s feedback communication skills and public secondary school teachers’ job satisfaction. The result showed that the teacher’s job satisfaction was influenced by the principal’s feedback communication skills. KEYWORDS: feedback communication skills, job satisfaction, correlational research design

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

Cultivating Action Research Culture among Teachers

This study determines the intricate relationship between action research culture and its effect on the professional development among teachers in Opol District, Division of Misamis Oriental. Five significant goals were addressed in this study by profiling respondents’ characteristics, defining the research culture among teachers in terms of funding, infrastructure, interest, research capability, and research collaboration, evaluating the teachers' professional development based on curriculum, general pedagogical knowledge, field of knowledge, pedagogy, and teaching methodologies, examining the significant relationship between teachers' research culture and their professional development, evaluating the significant relationship between the research culture, professional development, and respondents’ characteristics. This study used a survey questionnaire on all public elementary and secondary school teachers during the School Year 2023–2024. The participants were 200 teachers: 117 were elementary, and 83 were junior and senior high school teachers. Slovin's Formula was used to get the sample size. Data were analyzed using statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. Significantly, relationships exist between research culture and professional development. It was manifested that the respondents’ years of teaching and highest educational attainment showed a significant relationship between their level of research culture and professional development. Ultimately, despite the teachers being competent in cultivating research culture and also referred to as experts in professional development, it is recommended that Values Education as one of the areas of specialization be improved, funding for research resources be allocated, opportunities for ongoing professional development be offered, reskill and upskill teachers in line with current curriculum updates and a research culture be fostered utilizing mentorship and workshops.

Influencing Factors in Pursuing Graduate Degree Program toward Teachers’ Quality of Life

Teachers' pursuit of a master's degree is influenced by many factors, which can considerably affect their quality of life. This study examines these factors focusing on age, education, marital status, family income, job security, self-motivation, financial stability, and recognition, with a significant relationship between these factors and teachers' quality of life. Public elementary and secondary school teachers in Opol District of School Year 2023-2024 are the respondents of the study. A study involved two hundred (200) teacher-respondents, comprising one hundred seventeen (117) elementary and eighty-three (83) Junior and Senior High School teachers. It used Slovin's Formula to determine sample size; and statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. The study found that self-motivation significantly impacts the quality of life of teachers, resulting in increased job security, financial stability, and job dedication. A master's degree empowers educators to become leaders, and mentors, thus influencing education. Empowerment strategies include professional development, praise, recognition, and collaborative decision-making. Further, the study recommends motivating teachers to go on professional development, praising their efforts, giving them recognition and respect, and encouraging collaborative decision-making processes. Moreover, the Department may provide leadership development programs that foster cooperative decision-making processes, incorporating professional growth and development for teachers.

SCHOOL-BASED MANGEMENT AND INSTRUCTIONAL TASK OF PUBLIC SECONDARY SCHOOL TEACHERS

The study aimed to determine the extent of school-based management and the extent of instructional task of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, Pearson-r, and regression analysis, the findings revealed that the extent of school-based management was extensive while the extent of instructional task of public secondary school teacher was also extensive. Moreover, the overall results disclosed that indicators for the school-based management were positively correlated to the instructional task of public secondary teachers. Further, results from the regression analysis revealed the following have a strong influence of school-based management on the instructional task of public secondary teachers: leadership and governance and curriculum and planning. On the other hand, accountability and continuous improvement and management of resources are not related to the instructional task of public secondary school teachers. It is recommended that teachers are prone to commit lapses on the school-based management, every school should devise an improved Developmental Plan on School-Based Management or enhance it if there is already a program to ensure that the school management is promptly addressed and given utmost attention. KEYWORDS: School-based management, instructional task

Anthropometric Status and Blood Glucose Level of Public Secondary School Teachers in Abeokuta South LGA, Abeokuta, Ogun State, South west, Nigeria

Anthropometric Status and Blood Glucose Level of Public Secondary School Teachers in Abeokuta South LGA, Abeokuta, Ogun State, South west, Nigeria

Factors Influencing on Job Satisfaction of Secondary School Teachers in Karachi Pakistan

Teachers are role models for their students and considered an asset of any nation's educational system because of their impact on students' personal and intellectual development. The objective of this research is to examine the perspectives of public secondary school teachers in district central Karachi regarding their level of job satisfaction through a simple survey technique. 120 secondary school teachers, including 50 male and 70 female teachers, were selected using simple random sampling. In terms of frequencies, percentages, means, and standard deviations, the data were analyzed using descriptive technique. The results revealed that at the secondary level, teachers were found to be extremely motivated and satisfied for their teaching practices. However, they required a higher level of job satisfaction regarding advantages and benefits, followed by working conditions and physical facilities. The study suggested that pay and benefits, working conditions, and physical facilities should be a priority of administration and policymakers for enhancing teachers' job satisfaction, which ultimately enhances teaching /learning and quality of education.

Self-Efficacy of Proficient Public Secondary School Teachers in the Philippines, A Sequential Explanatory Study

Self-Efficacy of Proficient Public Secondary School Teachers in the Philippines, A Sequential Explanatory Study

Testing Resilience: Secondary School Teachers’ First- Hand Experiences on the Full Implementation of Face-to-Face Classes

This study explored the lived experiences, challenges encountered, coping mechanisms, and insights of public secondary school teachers on the full imple- mentation of face-to-face classes in schools. The partici- pants were coming from Cogon National High School of the Island Garden City of Samal Division (IGACOS), Region XI. There were eight teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas from the participants. The participants were purposely selected as representatives from the group of secondary school teachers who are assigned in the same school. The virtual in-depth inter- view was employed to gather significant information with regard to their respective lived experiences. Using the thematic analysis, the following themes emerged per- taining to their lived experiences: focusing on learners‘ interpersonal skills, teaching with limitations, and hur- dling work fatigues. There were three sub-themes that emerged from the challenges encountered or work fa- tigue by the participants. These are heavy additional workloads, interactions hindered by protocols, and obvi- ous learning gaps. The two coping mechanisms of teach- ers as participants in the challenges they experienced were creating recovery programs and professional de- velopment training for teachers in the new normal. The two educational management insights drawn from the participants were adherence to safety protocols and the importance of blended learning. Thus, Division officials, District Supervisors, School administrators and heads may encourage and support their teachers by reviewing their workloads and by supporting their efforts to ad- dress learning gaps in schools. They may also implement a comprehensive program or capacity building and pro- fessional development to help teachers to be effective and efficient in the full implementation of face-to-face classes and alternative modalities in schools.

DISTRIBUTED LEADERSHIP OF SCHOOL HEADS AND ORGANIZATIONAL COMMITMENT OF PUBLIC SECONDARY TEACHERS OF PANABO CITY DIVISION

The study uncovered the relationship between distributive leadership of school heads and organizational commitment of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of distributive leadership of school heads that significantly influence the organizational commitment of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Weighted Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive distributive leadership of school heads and an extensive organizational commitment of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of distributive leadership of school heads were found to have significantly influence on organizational commitment of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their distributive leadership to ensure a reinforced organizational commitment among teachers. KEYWORDS: Distributive leadership, organizational commitment, descriptive correlation, Panabo City Division

HUMAN RESOURCE MANAGEMENT OPERATIONS IN RELATION TO EMPOWERMENT OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between human resource management operations and empowerment of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of human resource management operations that significantly influenced empowerment of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was extensive human resource management operations and an extensive empowerment of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of human resource management operations were found to have significantly influenced empowerment of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening the human resource management operations to ensure empowerment among teachers. KEYWORDS: Human resource management operations, empowerment of teachers, descriptive correlation, Panabo City Division, Philippines

Assessment of the Use of Emerging Educational Technologies in The Teaching and Learning of Social Studies in Secondary Schools in Ogoja Education Zone of Cross River State, Nigeria

This paper examined the level of usage of emerging technologies in the teaching and learning of Social Studies in secondary schools in Ogoja Education Zone of Cross River State, Nigeria. The paper maintained that teaching and learning are crucial in any educational endeavour, and Social Studies is an indispensable component of the school curriculum that requires the best, modern technological approach in its pedagogical process. The study was anchored on Bruner’s theory of instruction and survey research design. The population comprised all Social Studies teachers in public secondary schools in Ogoja Education Zone of Cross River State. This amounted to 234 teachers and 1855 students in five local government education authorities (LGEA). Using stratified and simple random sampling technique, three LGEAs were selected from which 72 teachers and 282 students were chosen for the study. A structured and validated questionnaire was the major instrument for data collection. Data was analysed using simple percentages, mean and standard deviation. Result showed that only very few teachers and students were aware emerging technologies and the utilisation in the study area. The major challenge in the use of emerging technologies is unavailability and inaccessibility of resources to procure and operate the technologies. It was recommended that faculties and colleges of education should provide adequate teacher-education training to enhance teachers’ capacity to use emerging technologies in schools.

TECHNOLOGY STEWARDSHIP OF SCHOOL HEADS AND DIGITAL COMPETENCY OF PUBLIC SECONDARY TEACHERS OF PANABO CITY DIVISION

The study explored the relationship of technology stewardship of school heads and digital competency of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of technology stewardship of school heads that significantly influence the digital competency of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive technology stewardship of school heads and an extensive digital competency of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of technology stewardship of school heads were found to have significantly influenced on the digital competency of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their technology stewardship to ensure that teachers digital competency is empowered. KEYWORDS: Technology stewardship, digital competency, descriptive correlation, Panabo City Division, Philippines

SCHOOL CULTURE AND WORK VALUES OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between school culture and work values of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of school culture that significantly influence the work values of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive school culture and extensive work values of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of school culture were found to have significantly influence on work values of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads create a conducive school culture thereby helping teachers to develop positive work values. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: School culture, work values, Panabo City Division

MANAGEMENT BEHAVIOR OF SCHOOL HEADS AND PSYCHOLOGICAL CAPITAL OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between management behavior of school heads and psychological capital of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of management behavior of school heads that significantly influenced psychological capital of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was a very extensive management behavior of school heads and a very extensive psychological capital of teachers. Furthermore, there was a significant relationship between the management behavior of school heads and psychological capital of teachers. Moreover, all domains of management behavior of school heads were found to have significantly influenced on the psychological capital of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their management behavior to help teachers reinforce their psychological capital. KEYWORDS: Management behavior, psychological capital, descriptive correlation, Panabo City Division, Philippines

MANAGEMENT STYLES OF SCHOOL HEADS AND INSTRUCTIONAL COMPETENCE OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study uncovered the relationship between management style of school heads and instructional competence of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of management styles of school heads that significantly influence the instructional competence of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Weighted Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was extensive management styles of school heads and a very extensive instructional competence of teachers. Furthermore, there was a significant relationship between the management style of school heads and instructional competence of teachers. Moreover, all domains of management styles of school heads were found to have significantly influenced the instructional competence of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may help the school heads in empowering themselves of their management styles to ensure an excellent instructional competence among teachers. KEYWORDS: Management styles, instructional competence, Panabo City Division, Philippines

Effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo

This descriptive-comparative study assessed the effectiveness of interdisciplinary teacher teams among English teachers in public secondary schools in Jolo during school year 2023-2024. One hundred (n=100) samples were taken through non-probability sampling method, quota sampling, among selected public secondary schools in Jolo, Sulu, Philippines. A modified questionnaire was used to elicit the perceptions of English teachers regarding the effectiveness of implementing interdisciplinary teacher teams in public secondary schools. English teachers believed that the interdisciplinary teacher teams among secondary schools was very effective in Instructional Practices, Student Orientation, Team Organization, and Team Structures. Findings also noted significant difference on the perceptions of English teachers regarding the effectiveness of interdisciplinary teacher teams in Team Organization. The study highlighted the positive impact of interdisciplinary approaches on student engagement and achievement. Interdisciplinary teacher teams offered opportunities for professional growth and development. Educators had the opportunity to expand their knowledge base, develop their teaching practices, and gain insights into alternative instructional approaches through collaboration with colleagues from different disciplines. Educational institutions can support this professional development by providing resources, incentives, and recognition for interdisciplinary collaboration.

LEADERSHIP STYLES OF SCHOOL HEADS AND CLASSROOM PRACTICES OF PUBLIC SECONDARY SCHOOL TEACHERS

The study determined the extent of leadership styles of school heads and the extent of classroom practices of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing the descriptive-correlation method. Validated questionnaires and a Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. Two hundred fifty (250) public secondary school teachers were the respondents of the study. Using mean, pearson-r, and regression analysis, the findings revealed that the extent of leadership styles of school heads was extensive while the extent of classroom practices of public secondary school teachers was very extensive. Moreover, the overall results revealed that indicators for leadership styles of school heads have a strong positive relationship to the classroom practices of public secondary school teachers. Further, results from the regression analysis revealed the following have a strong influence on leadership styles of school heads on classroom practices of public secondary school teachers: Supportive, Participative, Achievement-Oriented, and Directive. It was recommended that school heads should manage change and develop a mechanism to improve the schools system through creative support of its manpower of teachers, staff, learners, and community. Education can be effective in an environment that is not conducive to teaching and learning. School heads conduct seminars and workshops on Different Leadership Styles to sustain high performance in managing and leading the school. KEYWORDS: Leadership style of school heads, classroom practices

Development and validation of headteachers' leadership behavior questionnaire (HLBQ)

The leadership behavior of the headteachers is associated with institutional worth. This study intended to develop and validate a headteachers’ leadership behavior questionnaire (HLBQ) to measure the leadership behavior of headteachers. The questionnaire encompassed two sub-dimensions viz: people-oriented leadership behavior and task-oriented leadership behavior as per Blake and Mouton’s Managerial Grid. After a rigorous literature review followed by focus group discussions, the preliminary draft of the tool encompassed forty-three (43) items on the five (5) points Likert Scale. Based on the content and face validity, the items with CVR values less than 0.42 were dropped. The revised questionnaire was pilot tested on three hundred and ten (310) public secondary school teachers employed in the school education department. The data were processed through Smart PLS version 4, which provided the questionnaire’s validity, reliability, and model fit. After deleting the unfit items, the questionnaire was further reduced to thirty-one (31) items. AVE values of the items related to people-oriented leadership behavior were 0.658 > 0.5, and for task-oriented were 0.686 > 0.5. Fornell-Lacker criterion value (0.828) was more than the correlations with other latent constructs, i.e., 0.811 and 0.831. The Heterotrait-Monotrait ratio (HTMT) value was 0.859 < 0.9, which is acceptable. Cronbach alpha for people-oriented leadership behavior was 0.967 > 0.7, and task-oriented leadership behavior was 0.658 > 0.7. Similarly, the composite reliability (CR) values for people-oriented leadership behavior were 0.970 > 0.7, and task-oriented leadership behavior was 0.963 > 0.7. Thus, the headteachers’ leadership behavior questionnaire (HTLB) was internally consistent, valid, and reliable. The findings of the entire study supported using the headteachers’ leadership behavior questionnaire (HLBQ) to explore and measure the leadership behavior of the headteachers.

Controlling Practices of Teachers and Stakeholders Cooperation Amidst Pandemic Crisis in Public Elementary Schools

This study aimed to determine if controlling practices significantly influence stakeholder cooperation among public secondary school teachers in Manay District, Division of Davao Oriental. It utilized a non-experimental quantitative research design employing the descriptive-correlational method. The respondents included 132 teachers from public elementary schools, selected through universal sampling. Data analysis involved calculating the mean, Pearson correlation coefficient (r), and regression analysis. The findings revealed that public secondary school teachers often demonstrated a high degree of controlling practices in terms of monocratic, collegial, custodial, and supportive behaviors. Moreover, the teachers frequently manifested stakeholders' cooperation, including adaptation, goal attainment, integration, and latency. Furthermore, the study found a significant relationship between controlling practices and stakeholders' cooperation among public secondary school teachers. It also indicated that the domains of controlling practices among teachers did not significantly influence stakeholder cooperation in public elementary schools. It is recommended that school administrators implement strategies to promote a more collaborative and empowering environment for teachers, fostering greater stakeholder cooperation.