Learning environment, school-community relationship, school administrators' and teachers' competencies:

Sub Title: their interactive influences on perceived pupils' performance

Author: Agravio, Catalino A. Jr.

Accession Number: 847D

Class No: 370.1931

Author No: Ag86

Copyright Year: 2001

Abstract:

This descriptive study aimed to ascertain the learning environment, school-community relationship, school administrators' and teachers' competencies: their interactive influences on perceived pupils' performance in the public schools in the fifth congressional district, province of Iloilo, for the school year 1999-2000. It also determined the significance of the relationships between the perceived pupils' school performance and each of the factors of learning environment, school community relationship, principals' competence, and teachers' competence. Also, determined was the significance of the difference between the principals' and the teachers' perceptions of pupils' school performance and of the differences between the five areas of pupils' school performance. when influenced interactively by the principals' competence, teachers' competence, learning environment, and school-community relationships. This study utilized as respondents 10 district supervisors, 39 principals, 110 Grade VI teachers and 108 peers (fellow teachers), all grouped as to gender, civil status, administrative/teaching experience, and educational qualification. Data were obtained through researcher-made questionnaires. Descriptive statistics used were means and standard deviations. Inferential statistics were the Pearson r, t-test, ANOVA and MANOVA. Alpha level was set at .05. The study revealed that the principals' competence was generally was very satisfactory; the teachers' competence very satisfactory; school-community relationship very satisfactory; the learning environment moderately conducive; the pupils' MPS highly satisfactory; the pupils' GPA very satisfactory; the pupils' class attendance good; the pupils' participation in curricular and co-curricular activities satisfactory; and the pupils' class output satisfactory. Significant difference was observed between the principals' and the teachers' perceptions of the pupils' school performance. Significant differences due to the interactive influence of learning environment were also observed on pupils' performance. Due to the interactive influence of teachers' competencies, a significant differences was observed on pupils' performance.


Keywords: Learning environment, School-community relationship, School administrators, Teachers' competencies

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