Southeast Asian Journal of Multidisciplinary Studies

A PATH MODEL OF TEACHERS’ SELF-COMPASSION AS ESTIMATED BY CARING BEHAVIOR, PROFESSIONAL VALUES AND ETHICS

2023-05-01T01:00:07+00:00

This study attempted to examine the caring behavior, professional values, ethics and self-compassion of elementary and secondary public-school teachers. Three hundred teachers from Pikit North, Cotabato participated in the conduct of this study for the S.Y. 2021 – 2022. This study employed a path analysis method using quantitative approach. The data gathering tool contained an adopted questionnaire coming from the different authors. Mean, standard deviation, Pearson product moment correlation, multiple regression analysis and structural equation modeling were used in statistical tool. Based on the findings of the study, caring behavior, professional values, ethics and self-compassion of teachers were described as high. The results also revealed that there is a significant relationship between professional values, ethics, and teachers’ self-compassion. Caring behavior and ethics have significantly predicted the teachers’ self-compassion compared to professional values. Hypothesized model 5 have successfully met the criteria set by each index. This means that the model fits well with the data which can best explain the self-compassion of teachers.

Keywords: teachers’ self-compassion, caring behavior, professional values, ethics, path analysis, Pikit north Cotabato

INVESTIGATING TEACHER SENSE OF SELF-EFFICACY IN COVID TIMES: AN EXPLORATORY SEQUENTIAL APPROACH

2023-04-29T16:18:08+00:00

This study determined the extent of teacher sense of self-efficacy during Covid times. There are 10 participants were invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Three hundred (300) teachers were used for exploratory factor analysis of public elementary school teachers in the Municipality of M’lang, Cotabato. This study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on teacher sense of self-efficacy for in-depth-interview (IDI) and focus group discussion (FGD). The results revealed that factor analysis indicate that a teacher sense of self-efficacy have three factors that include self-motivation and positivity, self-manifestation, self-worth and Teacher Sense of Self-Efficacy Questionnaire with 44 items was developed to measure the teacher sense of self-efficacy during Covid times. Reliability test revealed the results on teacher sense of self-efficacy the overall Cronbach’s Alpha value of .888 which interpreted as very high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 44 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.

Keywords: Teacher Sense of Self-Efficacy, Covid Times, Exploratory Sequential Design, Municipality of M’lang

DIMENSIONS OF PEDAGOGICAL SKILLS OF TEACHERS IN THE NEW NORMAL: AN EXPLORATORY SEQUENTIAL DESIGN.

2023-04-29T17:35:22+00:00

The purpose of this study was to ascertain the dimensions of pedagogical skills of teachers in the new normal using exploratory sequential design. The researcher found that teachers' pedagogical skills increase classroom instruction, leading to higher pupil achievement. The 17 respondents were purposely selected, and Ten teachers where s assigned to in-depth-interview and seven to focus group discussions, while three hundred respondents were randomly selected and assigned equally to Exploratory Factor Analysis (EFA). Results revealed from the thematic analysis that eight important themes arose from the lived experiences of teachers' pedagogical skills in the new normal: E-learning, Modular Distance Learning, Home Visitation, Collegial Teaching Practices, Compassionate Teaching, Systematic Teaching Approach, Slow Internet Connection, and Professional Development. Moreover, results revealed from the Exploratory Factor Analysis (EFA) that there were two underlying dimensions Pedagogical Skills Enhancement and Technological Differentiated Instructions. It indicates that differentiated teaching is a more effective way to enhance teachers' pedagogy. It improves their skills and ideas, uses time and resources efficiently, and teaches them appropriate teaching techniques. On the other side, pedagogical skills improve classroom instruction. Effective pedagogy enhances the teaching and learning process. Also, the final instrument, which can be used to measure the Pedagogical Skills of Teachers in the New Normal, had a high-reliability score of 94% and contains two dimensions with a total of 23 items as a final tool. This means that these items are appropriate and pass the study's face validity for measuring tools. Therefore, the researcher concluded that differentiated instruction is a more effective pedagogical development approach for teachers. It promotes the development of their skills and ideas and makes efficient use of excellent pedagogical skills.

Keywords: Pedagogical Skills, Technological Differentiated Instructions, Exploratory Factor Analysis, President Roxas, North Cotabato Division.

TEACHERS’ PERSONALIZED LEARNING AS ESTIMATED BY COMPETENCIES AND PROFESSIONAL DEVELOPMENT: A CONCURRENT TRIANGULATION

2023-04-29T17:12:23+00:00

The purpose of this study was to examine the teachers’ personalized learning, competencies, and professional development. The design of this research study was a mixed method of concurrent triangulation in which the data from qualitative and quantitative sources was analyzed and interpreted at a 0.05 level of significance. The data was merged, connected, and confirmed based on the salient data integration. 300 participants were utilized in the study for quantitative survey questionnaires, 10 participants for an in-depth interview, and 7 participants for a focus group discussion (FGD); a total of 17 participants are utilized during the conduct of qualitative questionnaires. Of the quantitative results, it was revealed that the assessment of teachers in personalized learning, competencies, and professional development was high. It means that personalized learning helps instructors' professional growth. Teachers' professional development has long been considered a strategy to enhance classroom practices, schools, and student learning. Formal learning contexts include professional development, instructional research, and mentorship. Furthermore, the correlation analysis revealed that there was a strong relationship between teachers' personalized learning and their professional development. Furthermore, the regression analysis revealed that the best predictors of teachers' competencies were personalized learning and professional development. Also, it can be gleaned that teacher-personalized learning significantly influences teachers’ competencies and professional development. Of the results revealed from the thematic analysis, there were eight themes that emerged from the lived experience of teachers pertaining to personalized learning, competencies, and professional development, namely: skill development, personalized learning, teachers’ personal development, time management, work-life balance, a positive outlook, comprehensive understanding, and professional enhancement. Meanwhile, the results revealed from the quantitative and qualitative findings indicated that the data integration was confirming, merging, and connecting. Therefore, it is recommended that teachers employ flexible learning environments, enabling students to spend more time engaging with peers and presenting their work to the class. In online classrooms, students spend less time being coached and more time working alone.

Keyword: Personalized Learning, Concurrent Triangulation Design, Teachers Competencies, President Roxas-North Cotabato

EXAMINING LINGUISTIC CHALLENGES OF FILIPINO TEACHERS: EXPLORATORY DESIGN

2023-04-29T16:55:50+00:00

This study determined the extent of teachers’ linguistic challenges of Filipino teachers. There were 10 participants invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers for exploratory factor analysis from elementary and secondary public schools in the Municipality of Makilala, Cotabato were used as respondents. This study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on linguistic challenges for in-depth-interview (IDI) and focus group discussion (FGD). The results revealed that factor analysis indicate that a teachers’ linguistic challenges have three factors that include teaching methods and techniques, language constraints and barriers, self-growth and improvement and Teachers’ Linguistic Challenges Questionnaire with 39 items was developed to measure the teachers’ linguistic challenges. Reliability test revealed the results on teachers’ linguistic challenges the overall Cronbach’s Alpha value of .922 which interpreted as very high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 39 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.

Keywords: Teachers’ Linguistic Challenges, Filipino Teachers, Exploratory Sequential Design, Municipality of Makilala

TRACER STUDY OF TEACHER EDUCATION GRADUATES OF CENTRAL MINDANAO COLLEGES

2023-05-01T08:58:11+00:00

The study's purpose was to examine the employment characteristics of teacher education graduates from the classes of 2015 to 2019. Specifically, to explore a graduate's perception of the relevance of their chosen program curriculum to employment, and the extent of the use of graduate attributes they learned at the college. A survey study design that is descriptive was utilized in the study with a random sample of 205 graduates identified as the primary study respondents. Based on the results, the majority of respondents were employed in a fulltime status. Graduates' current employment type were teachers. Moreover, graduates perceived the curriculum offered as relevant, and BEED and BSED major in English were found to be the most relevant degree that contribute the most to their employment. Knowledge and communication skills are the most useful workplace competencies. Students' college preparation has greatly aided their employment. Similar research may be undertaken in the future, which should include other school-related and employability variables not covered in the study.

Keywords: acquired competence, employment characteristics, teacher education graduates, the relevance of curriculum, tracer study.

EMOTIONAL SCHEMA AND CONSTRUCT AS PREDICTORS OF TEACHERS’ BEHAVIOR: A CONVERGENT DESIGN

2023-04-29T16:24:14+00:00

This study investigates the emotional schema and construct as predictors of teacher’s behavior in the selected public schools in President Roxas, North Cotabato Division. The design of this study was a convergent design where data was collected and analyzed using quantitative and qualitative tools. 300 respondents were employed to survey questionnaires, 10 respondents from the in-depth interview and 7 respondents from focus group discussion. Of the quantitative strands, the data was collected and interpreted using statistical treatment. It was found out the level of emotional schema and construct as predictors of teacher’s behavior were very high. Results from the correlation analysis revealed that there was significant relationship between emotional schema and construct as predictors of teacher’s behavior. Of the qualitative strands, results obtained from the transcribed in-depth interview and focus group discussions were gathered and analyzed using thematic synthesis. The themes that emerge from the qualitative questionnaires on the lived experiences of teachers pertaining to teachers’ emotional behavior are Emotional Interpretation, Organization of Thoughts, Self-awareness, Self-composed, Empathic Communication, Teacher’s Emotional Responses, Negative Lived Experiences, Emotional sentiments. Upon the merging of salient data integration, it was shown that there was corroboration that was satisfied on the merging and converging of data. Therefore, it is concluded that for students to grow socially and emotionally, teachers must be able to teach them in new ways that lead to positive learning outcomes.

Keyword: Teachers Emotional Construct, Emotional Schema, Salient Data, Sobel Test President Roxas.

AN EXPLORATORY APPROACH TO LEARNERS’ ACADEMIC ENGAGEMENT ON MODULAR LEARNING

2023-05-01T00:53:48+00:00

This study determined the factor structure of learners’ academic engagement to modular learning. The exploratory sequential mixed methods design was utilized that started with qualitative phase then followed by quantitative data collection and analysis. More specifically, it aimed to construct a learners academic engagement scale in a sample of learners. In the qualitative phase, there were ten (10) learners who participated in the in-depth interview and seven (7) learners participated in the focus group discussion. Moreover, a total of 150 learners have been selected as respondents in quantitative phase. Meanwhile, the data were analyzed using the thematic analysis and exploratory factor analysis (EFA). The results show that a total of four themes have emerged in the qualitative findings that put emphasis on learners’ experience, supervision, connectivity, and device platforms inadequacies. In addition, the EFA results showed two underlying dimension of learners’ academic engagement. Based on the qualitative data analysis, themes generated from learners’ academic engagement to modular learning are learners experience, supervision, connectivity and device platforms inadequacies. In the exploratory factor analysis, there were 2 factors derived which include: time management and learners engagement. Based on the reliability test score revealed on the learners’ academic engagement on modular learning is very high with an overall Cronbach’s Alpha value of .721. It was found out that subscale for time management (a = .726) and learners’ engagement (a=732) is very high also and above 0.70. This means that the tool is being used in the study has good internal consistency.The final instrument which can be used learners academic engagement to modular learning contains 2 dimensions with a total of 9 items. Four emerging themes significantly emphasized on learners’ academic engagement to modular learning include: learners experience, supervison, connectivity and device platforms inadequacies. Results revealed from the Exploratory Factor Analysis (EFA) two underlying dimensions occur from the learner’s academic engagement such as learners engagement and time management. Reliability test revealed the results on learners’ academic engagement on modular learning that the overall Cronbach’s Alpha was .721 which interpreted as high. It means that the validity of the instruments was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis revealed that there are 9 items of the questionnaire that are suitable for factor loadings. This means that these items are appropriate and pass the face validity for measuring tools in the study.

Keywords: Learners Academic Engagement, Exploratory Sequential Design, Municipality of Matalam, Philippines

MEDIATING ROLE OF ADAPTIVE TEACHING ON THE RELATIONSHIP BETWEEN ADAPTIVE LEARNING AND TECHNOLOGY INTEGRATION AMONG STUDENTS: A CONCURRENT TRIANGULATION DESIGN

2023-04-29T17:29:26+00:00

The purpose of this study was to examine the adaptive teaching, adaptive learning and technology integration among students. The design of this research study was a mixed method of concurrent triangulation in which the data from qualitative and quantitative sources was analyzed and interpreted at a 0.05 level of significance. The data was merged, connected, and confirmed based on the salient data integration. 300 participants are utilized in the study for quantitative survey questionnaires, 10 participants for an in-depth interview, and 7 participants for a focus group discussion (FGD); a total of 17 participants are utilized during the conduct of qualitative questionnaires. Of the quantitative results, it was revealed that the assessment of adaptive teaching, adaptive learning and technology integration among students was very high. It means that student is struggling and present them with more resources to assist them in overcoming the challenge on their own. Adaptive learning may assist students in determining whether they are prepared to progress. Furthermore, the correlation analysis revealed that there was a strong relationship between Adaptive Teaching and Adaptive Learning, Adaptive Teaching and Technology Integration, and Adaptive Learning and Technology Integration. Furthermore, the regression analysis revealed that adaptive learning and adaptive teaching are the best predictors of technology integration. Of the results revealed from the thematic analysis, there were eight themes that emerged from the lived experience of students pertaining to technology integration namely: Learning Skill Development, Accessible Learning, Student-Teacher Engagement, Effective Communication, Access to Internet Connectivity, Lack of Proficiency and Technological Equipment, Personalized Learning, Teacher’s Technological Proficiency. Meanwhile, the results revealed from the quantitative and qualitative findings indicated that the data integration was confirming, connecting, and converging. Therefore, it is recommended that teachers adopt adaptive instruction with technology integration, and that the material and knowledge be related to students' learning experiences. The topic's learning concepts, facts, theories, principles, ideas, and terminology must be accessible and understandable.

Keyword: Adaptive learning, Adaptive Teaching, Technology Integration, Sobel Test President Roxas, North Cotabato

MEDIATING ROLE OF COLLABORATION BEHAVIOR ON THE RELATIONSHIP BETWEEN COLLEGIAL PRACTICES AND WORK PRODUCTIVITY OF TEACHERS: A CONVERGENT DESIGN

2023-04-29T17:06:59+00:00

This study investigates the Mediating Role of Collaboration Behavior on the Relationship between Collegial Practices and the Work Productivity of Teachers in the selected public schools in President Roxas, North Cotabato Division. The design of this study was a convergent design where data was collected and analyzed using quantitative and qualitative tools. 300 respondents were employed to survey questionnaires, 10 participants from the in-depth interview, and 7 participants from focus group discussion. Of the quantitative strands, the data was collected and interpreted using statistical treatment. It was found out the level of Teachers’ Collaboration Behavior, Collegial Practices, and Work Productivity was high. Moreover, Results from the correlation analysis revealed that there was a highly significant relationship between teachers’ work productivity, teachers’ collaborative practices, and collaborative behavior. Also, it was revealed that the teachers’ collegial practices and collaborative behavior best predicts teachers’ work productivity. Of the qualitative strands, results obtained from the transcribed in-depth interview and focus group discussions were gathered and analyzed using thematic synthesis. The themes that emerge from the qualitative questionnaires on the lived experiences of teachers pertaining to teachers’ work productivity were Equal Workload Distribution, Time Management, Teaching Strategy Integration, Positive Working Environment, Goal Oriented Teaching, Teamwork, Teaching Collaboration, and External and Internal Platform Integration. Upon the merging of salient data integration, it was shown that there was corroboration that was satisfied on the merging and converging of data. Therefore, it is concluded that teacher work productivity affects professional progress, job satisfaction, organizational and professional devotion, school quality, and student performance.

Keywords: Teachers ‘Work Productivity, Teachers’ Collaborative Behavior, Teachers

Collegial Practices, Convergent Design, President Roxas, North Cotabato Division

A PATH MODEL OF ORGANIZATIONAL COMMITMENT OF TEACHERS AS ESTIMATED BY WORK ENGAGEMENT, ACCOUNTABILITY AND AUTONOMY

2023-04-29T16:31:19+00:00

This study attempted to investigate the work engagement, accountability, autonomy and organizational commitment of elementary and secondary public-school teachers. Four hundred teachers from M’lang Central district, Cotabato participated during the conduct of this study for the S.Y. 2021-2022. This study used a path analysis method using quantitative approach. The data gathering tool contained an adopted questionnaire coming from the different authors. Mean, standard deviation, Pearson product moment correlation, multiple regression analysis and structural equation modeling were used in statistical tool. Based on the results and findings of the study, teacher work engagement, accountability, autonomy and organizational commitment were described as high. The results also revealed that there is a significant relationship between work engagement, accountability, autonomy and organizational commitment of teachers. Only work engagement have significantly predicted the organizational commitment of teachers compared to accountability and autonomy. Hypothesized model 5 have successfully met the criteria set by each index. This means that the model fits well with the data which can best explain the organizational commitment of teachers.

Keywords: Organizational Commitment, Work Engagement, Accountability, Autonomy, Path Analysis, M’lang Central District