Classroom management and teaching performance of secondary teachers in a private sectarian school

Sub Title:

Author: Pedroso, John Erwin P.

Accession Number: 1427T

Class No: 371.102

Author No: P416

Copyright Year: 2010

Abstract:

This study attempted to determine the influence of classroom management practices and on the teaching performance of the secondary teachers in at he private sectarian school. The participants were purposively selected 27 faculty members teachers and 407 randomly selected high school students of the private sectarian school. This study made use of a duly validated researcher-made classroom management practices, coping strategies questionnaires and teaching performance rating forms. Mean and standard deviation were the descriptive statistics used while, ranking, t-test for independent samples, ANOVA, Mann- Whitney U test, and Pearson’s r tested at 0.05 level of significance were the inferential statistics applied. analyzed with the aid of these were analyzed using the Statistical Packages for the Social Sciences (SPSS) software. The results revealed that as rated by their students classified according to year level, the teachersfaculty had a very good classroom management as an entire group, classified according to year level , and along along the six areas of classroom management: management namely, organizational planning, scheduling, record keeping, physical arrangement, discipline, and establishing routines. The teachersfaculty as an entire group, and when classified according to age, status of employment, and educational attainment had an outstanding classroom management as rated by the teachersfaculty themselves, and .very good and outstanding along the areas of classroom management When grouped according to age, the faculty rated themselves outstanding in five areas of classroom management. however, young faculty were very good in discipline and outstanding along organizational planning, scheduling, record keeping, physical arrangement, and establishing routines while old faculty were very good in organizational planning and outstanding along scheduling, record keeping, physical arrangement, discipline, and establishing routines. As to status of employment, the permanent faculty were very good in organizational planning, scheduling, and discipline but outstanding along record keeping physical arrangement and establishing routines while probationary faculty were very good in organizational planning and outstanding along scheduling, record keeping, physical arrangement, discipline, and establishing routines. In educational attainment, the faculty with units in the graduate school were very good in organizational planning and outstanding along scheduling, record keeping, physical arrangement, discipline and establishing routines while the faculty are without units in the graduate school were very good discipline and scheduling but outstanding organizational planning, record keeping, physical arrangement and establishing routines. Furthermore, personal variable such as age, educational attainment, and status of employment determined the outstanding classroom management of the faculty along the six areas of classroom management namely organizational planning, scheduling, record keeping, physical arrangement, discipline, and establishing routines. The teaching performance of the teachers faculty was good when taken as an entire group and when classified according to age, status of employment, and educational attainment. Despite age was classified as young and old, status of employment as permanent and probationary, and with units in the graduate school and without units in the graduate school, as to educational attainment, the teachers were consistent in having good teaching performance. There were no significant differences in the different areas of classroom management namely: organizational plan, scheduling, record keeping, physical arrangement, discipline, and establishing routines as rated by the students classified according to year level where p- value is greater than 0.05 thus, the null hypothesis was retained or accepted. There was a significant difference in the organizational planning of the teachers’ classroom management faculty when they were grouped according to age., but there were no significant differences in scheduling, record keeping, physical arrangement , discipline, and establishing routines. However, there were no significant differences in the classroom management of the faculty when grouped they were grouped according to status of employment and educational status, considering the following areas such organizational planning, scheduling, record keeping, physical arrangement , discipline , and establishing routines.There were significant differences in the classroom management of teacher she faculty between the ratings of the students and teachersfaculty themselves with regard to the areas of classroom management namely scheduling, record keeping, physical arrangement, discipline, and establishing routines, however, there was no significant difference in the area of organizational planning. There was a as a significant difference in the teaching performance of the teachersfaculty when grouped according to educational attainment. but, there were no significant differences when the faculty were grouped according to age and status of employment. There were slight or almost to negligible low correlations existed along the six areas of classroom management when rated by the students and faculty themselves and their teaching performance of secondary teachers in the private sectarian school.. This study attempted to determine the influence of classroom management practices and on the teaching performance of the secondary teachers in athe private sectarian school. The participants were purposively selected 27 faculty members teachers and 407 randomly selected high school studnents of the private sectarian school. Theis study made use of a duly validated researcher-made classroom management practices, coping strategies questionnaire s and teaching performanceperformance rating forms. Mean and , standard deviation were the descriptive statistics used while, ranking, t-test for independent samples, ANOVA, Mann- Whitney U test, and Pearson’s r teset ed at 0.05 level of significance were the inferential statistics applied. analyzed with the aid Tof these were analyzed using the Statistical Packages for the Social Sciences (SPSS) sSoftware. The results revealed that as rated by their students classified according to year level, the teachersfaculty had a very good classroom management as an entire groupoup, classified according to year level , and along along the six areas of classroom management: management namely, organizational planning, scheduling, record keeping, physical arrangement, discipline, and establishing routines. The teachersfaculty as an entire group, and when classified according to age, status of employment, and educational attainment had an outstanding classroom management as rated by the teachersfaculty themselves, and .very good and outstanding along the areas of classroom management When grouped according to age, the faculty rated themselves outstanding in five areas of classroom management. however, young faculty were very good in discipline and outstanding along organizational planning, scheduling, record keeping, physical arrangement, and establishing routines while old faculty were very good in organizational planning and outstanding along scheduling, record keeping, physical arrangement, discipline, and establishing routines. As to status of employment, the permanent faculty were very good in organizational planning, scheduling, and discipline but outstanding along record keeping physical arrangement and establishing routines while probationary faculty were very good in organizational plannning and outstanding along scheduling, recordk keeping, physical arrangment, discipline, and establishing routines. In educational attainment, the faculty with units in the graduate school were very good in organizational planning and outstanding along scheduling, record keeping, physical arrangement, discipline and establishing routines while the faculty are without units in the graduate school were very good discipline and scheduling but outstanding organizational planning, record keeping, physical arrangement and establishing routines. Furthermore, personal variable such as age, educational attainment, and status of employment determined the outstanding classroom management of the faculty along the six areas of classroom management namely organizational planning, scheduling, record keeping, physical arrangement, discipline, and establishing routines. The teaching performance of the teachers faculty was good when taken as an entire group and when classified according to age, status of employment, and educational attainment. Despite age was classified as young and old, status of employment as permanent and probationary, and with units in the graduate school and without units in the graduate school, as to educational attainment, the teachers were consistent in having good teaching performance. There weare no significant differences in the different areas of classroom management namely: organizational plan, scheduling, record keeping, physical arrangement, discipline, and establishing routines as rated by the students classified according to year level where p- value is greater than 0.05 thus, the null hypothesis was retained or accepted. There was a significant difference in the organizational planning of the teachers’ classroom management faculty when they were grouped according to age., but there were no significant differnces in scheduling, record keeping, physical arrangement , discipline, and establishing routines. However, there were no significant differences in the classroom management of the faculty when grouped they were grouped according to status of employment and educational status, considering the following areas such organizational planning, scheduling, record keeping, physical arrangement , discipline , and establsihing routines.There were significant differences in the classroom management of teachershe faculty between the ratings of the students and teachersfaculty themselves with regard to the areas of classroom management namely scheduling, record keeping, physical arrangement, discipline, and establishing routines, however, there was no significant difference in the area of organizational planning. There was a as a significant difference in the teaching performance of the teachersfaculty when grouped according to educational attainment. but, there were no significant differences when the faculty were grouped according to age and status of employment. There wasere slight or almost to neglible low correlations existed along the six areas of classroom management when rated by the studnets and faculty themselves and their teaching performance of secondary teachers in the private sectarian school.. This study attempted to determine the influence of classroom management practices and on the teaching performance of the secondary teachers in athe private sectarian school. The participants were purposively selected 27 faculty members teachers and 407 randomly selected high school studnents of the private sectarian school. Theis study made use of a duly validated researcher-made classroom management practices, coping strategies questionnaire s and teaching performanceperformance rating forms. Mean and , standard deviation were the descriptive statistics used while, ranking, t-test for independent samples, ANOVA, Mann- Whitney U test, and Pearson’s r teset ed at 0.05 level of significance were the inferential statistics applied. analyzed with the aid Tof these were analyzed using the Statistical Packages for the Social Sciences (SPSS) sSoftware. The results revealed that as rated by their students classified according to year level, the teachersfaculty had a very good classroom management as an entire groupoup, classified according to year level , and along along the six areas of classroom management: management namely, organizational planning, scheduling, record keeping, physical arrangement, discipline, and establishing routines. The teachersfaculty as an entire group, and when classified according to age, status of employment, and educational attainment had an outstanding classroom management as rated by the teachersfaculty themselves, and .very good and outstanding along the areas of classroom management When grouped according to age, the faculty rated themselves outstanding in five areas of classroom management. however, young faculty were very good in discipline and outstanding along organizational planning, scheduling, record keeping, physical arrangement, and establishing routines while old faculty were very good in organizational planning and outstanding along scheduling, record keeping, physical arrangement, discipline, and establishing routines. As to status of employment, the permanent faculty were very good in organizational planning, scheduling, and discipline but outstanding along record keeping physical arrangement and establishing routines while probationary faculty were very good in organizational plannning and outstanding along scheduling, recordk keeping, physical arrangment, discipline, and establishing routines. In educational attainment, the faculty with units in the graduate school were very good in organizational planning and outstanding along scheduling, record keeping, physical arrangement, discipline and establishing routines while the faculty are without units in the graduate school were very good discipline and scheduling but outstanding organizational planning, record keeping, physical arrangement and establishing routines. Furthermore, personal variable such as age, educational attainment, and status of employment determined the outstanding classroom management of the faculty along the six areas of classroom management namely organizational planning, scheduling, record keeping, physical arrangement, discipline, and establishing routines. The teaching performance of the teachers faculty was good when taken as an entire group and when classified according to age, status of employment, and educational attainment. Despite age was classified as young and old, status of employment as permanent and probationary, and with units in the graduate school and without units in the graduate school, as to educational attainment, the teachers were consistent in having good teaching performance. There weare no significant differences in the different areas of classroom management namely: organizational plan, scheduling, record keeping, physical arrangement, discipline, and establishing routines as rated by the students classified according to year level where p- value is greater than 0.05 thus, the null hypothesis was retained or accepted. There was a significant difference in the organizational planning of the teachers’ classroom management faculty when they were grouped according to age., but there were no significant differnces in scheduling, record keeping, physical arrangement , discipline, and establishing routines. However, there were no significant differences in the classroom management of the faculty when grouped they were grouped according to status of employment and educational status, considering the following areas such organizational planning, scheduling, record keeping, physical arrangement , discipline , and establsihing routines.There were significant differences in the classroom management of teachershe faculty between the ratings of the students and teachersfaculty themselves with regard to the areas of classroom management namely scheduling, record keeping, physical arrangement, discipline, and establishing routines, however, there was no significant difference in the area of organizational planning. There was a as a significant difference in the teaching performance of the teachersfaculty when grouped according to educational attainment. but, there were no significant differences when the faculty were grouped according to age and status of employment. There wasere slight or almost to neglible low correlations existed along the six areas of classroom management when rated by the studnets and faculty themselves and their teaching performance of secondary teachers in the private sectarian school..


Keywords: Classroom management, Teaching performance

Citation:



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