Adaptability Quotient Level And Professional Construct Of Teachers
Type
Thesis
Authors
Category
Publication Year
2019
Pages
58
Abstract
Teachers are known to be flexible that can adjust with the challenges and adapt with the changes occurring in their workplace. Adaptability in the classroom is the most important qualities that every teacher must possess. Adaptability is the ability to adapt to change. In general, it is being able to acclimate yourself to changing roles, job responsibilities, material, and schedules. If you cannot accommodate for these different aspects of teaching, it will be difficult to give your students the best learning experience that they could possibly get, and of course that's always the goal. The researcher had her observation and has personally experiences of problems that led her to conduct this study.
This research assessed the adaptability quotient of the teachers and its significant relationship with their professional construct. The respondents of this study were 80 teachers form different school with different professional construct. Majority of teacher-respondents are teacher I. Forty of them are teaching within their area of expertise and the other 40 are teaching outside their subject specialism. Most of the respondents got a Very Satisfactory Rating where the rating is observably not very far from each other. Purposive sampling was used to select the teacher-respondents . This only means that all the respondents regardless of their professional construct, are doing well in their work and meeting the expected performance.
Purposive sampling was used to select the teacher-respondents. To asses the significant relationship of the adaptibility quotient and the performance of the teachers, the researcher made use of correlation analysis and T-test as part of her statistical treatment.
Based on gathered data it was founf out that the significant relationship construct (major,position, specialization, subject, and education) and adaptibility quotient of the respondents. As shown on the table, major (p=0. 158), position (p=0. 175), specialization (p=0.947), subject (p=0.289), and education (p=0.054) have values greater than the critical value for multilinear regression (p < 0.001) which means that professional construct is not a predictor of adaptability quotient. Also, the R value is 0.352 which means weak correlation.
This research assessed the adaptability quotient of the teachers and its significant relationship with their professional construct. The respondents of this study were 80 teachers form different school with different professional construct. Majority of teacher-respondents are teacher I. Forty of them are teaching within their area of expertise and the other 40 are teaching outside their subject specialism. Most of the respondents got a Very Satisfactory Rating where the rating is observably not very far from each other. Purposive sampling was used to select the teacher-respondents . This only means that all the respondents regardless of their professional construct, are doing well in their work and meeting the expected performance.
Purposive sampling was used to select the teacher-respondents. To asses the significant relationship of the adaptibility quotient and the performance of the teachers, the researcher made use of correlation analysis and T-test as part of her statistical treatment.
Based on gathered data it was founf out that the significant relationship construct (major,position, specialization, subject, and education) and adaptibility quotient of the respondents. As shown on the table, major (p=0. 158), position (p=0. 175), specialization (p=0.947), subject (p=0.289), and education (p=0.054) have values greater than the critical value for multilinear regression (p < 0.001) which means that professional construct is not a predictor of adaptability quotient. Also, the R value is 0.352 which means weak correlation.
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