Teacher Empowerment and Professional Commitment Among Public Elementary School Teachers
Type
Thesis
Authors
Category
Publication Year
2018
Pages
99
Abstract
The role of teachers is rapidly changing in the 21st century. From being ordinary teacher, their horizon widens as they become the decision-makers inside the school. They are being empowered as the school-based management strengthens shared governance.
This research study of Filipino public elementary school teachers' empowerment and professional commitment in the Division of Caloocan, Malabon, Navotas, and Valenzuela in the National Capital Region (NCR) aimed to describe the characteristics of an empowered teacher, the level of their professional commitment and the challenges they encounter in the process of empowerment and enhancement of commitment. It answers the following questions: 1) What is the profile of the respondents in terms of age, gender, civil status, teaching position, and length of service; 2.) How do principals and teachers view an empowered teacher?; 3) What is the level of professional commitment of teachers to (a)profession, (b)learner, (c)attainment of excellence, (d)society, and (e)human values?; 4) Is there a significant difference between the respondents' assessment of teachers' level of commitment when grouped according to profile? 5) Is there a significant difference in the professional commitment of teachers when they are grouped in their respective divisions?; and 5) What are the challenges encountered by the teacher respondents on their empowerment and commitment?
This study employed qualitative and quantitative research methods. For the qualitative study, semi-structured interviews were used to gather data. Responses were transcribed and subjected to phenomenological reduction through the construction of a repertory grid. For the quantitative study, weighted mean, F-Test (One-way ANOVA), and T-Test were used to treat the data.
The findings of the study created different concepts. The BLISS Concept revealed the different personalities of an empowered teacher; the identification of the level of commitment of teachers in the five areas of commitment provided information that gave enlightenment on the real issues in empowerment and commitment; and the intricacies of teachers in empowerment and commitment revealed the feelings of the teachers towards empowerment and enhancement of commitment.
This research study of Filipino public elementary school teachers' empowerment and professional commitment in the Division of Caloocan, Malabon, Navotas, and Valenzuela in the National Capital Region (NCR) aimed to describe the characteristics of an empowered teacher, the level of their professional commitment and the challenges they encounter in the process of empowerment and enhancement of commitment. It answers the following questions: 1) What is the profile of the respondents in terms of age, gender, civil status, teaching position, and length of service; 2.) How do principals and teachers view an empowered teacher?; 3) What is the level of professional commitment of teachers to (a)profession, (b)learner, (c)attainment of excellence, (d)society, and (e)human values?; 4) Is there a significant difference between the respondents' assessment of teachers' level of commitment when grouped according to profile? 5) Is there a significant difference in the professional commitment of teachers when they are grouped in their respective divisions?; and 5) What are the challenges encountered by the teacher respondents on their empowerment and commitment?
This study employed qualitative and quantitative research methods. For the qualitative study, semi-structured interviews were used to gather data. Responses were transcribed and subjected to phenomenological reduction through the construction of a repertory grid. For the quantitative study, weighted mean, F-Test (One-way ANOVA), and T-Test were used to treat the data.
The findings of the study created different concepts. The BLISS Concept revealed the different personalities of an empowered teacher; the identification of the level of commitment of teachers in the five areas of commitment provided information that gave enlightenment on the real issues in empowerment and commitment; and the intricacies of teachers in empowerment and commitment revealed the feelings of the teachers towards empowerment and enhancement of commitment.
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