Organizational commitment of teachers in public secondary schools: basis for a faculty enhancement program
Type
Thesis
Authors
Category
Pages
97
Abstract
The overall success of the school as a learning organization mainly depends on the teachers who are considered the most important factor in education systems. The level of commitment they have within the organization Therefore, schools more than ever need proficient, effective and committed
is likewise essential element of successful teaching and the school as a whole.
teachers to be able to attain its educational goals.
This study aimed to determine the level of organizational commitment of teachers in five public secondary schools in the Division of Caloocan City
North Cluster I as assessed in terms of the Results-based Performance. Management System - Classroom Observation Tool for Teacher I-III. This study also sought to determine the significant relationship on the level of commitment of teachers when grouped according to profe
The researcher applied the descriptive research method. A researcher made questionnaire of which it was adapted on the Results-based Performance Management System - Philippine Professional Standards for Teachers -Classroom Observation Tool for T1-T3 was utilized as a data gathering instrument. The data collection tools used in the study were applied to 160 teacher-respondents from 5 selected public secondary schools in Caloocan City during the school year 2018-2019 after taking permission from the Schools Division Office of Caloocan. The data obtained were analyzed statistically with the use of weighted mean, percentage and pearson r.
The results showed that the respondents are generally categorized as females and belonged to the age bracket range from 36-40 years while the age bracket range 51-55 years and older have the least number of respondents. Majority of the respondents are married with Master's Units; however, Teacher I is the dominant teaching position level. In terms of the length of service of the respondents, 68 or 42.50 percent rendered 6-10 years in the service while there were only 4 or 2.5 percent who served for both 21-25 years and 26 years and more.
This study also revealed that the level of commitment of teachers on the content knowledge and pedagogy in the organization based on Classroom Observation Tool (COT) had a computed overall man of 4.37 and was assessed to often observed Furthermore, results showed that the demographic profile: gender, age, civil status, highest educational attainment. position and length of service have significant relationship on the level of commitment of teachers.
Based on the findings and conclusions of the study, the following recommendations were given in this study, the teachers must be aware of their level of commitment on content knowledge and pedagogy in order for them to be aware of their current performance standing, making them more engaged in the teaching learning process. The teachers must develop. organize and utilize appropriate teaching resources, including ICT, to address learning goals enabling students to imbibe learning competencies expected from them to achieve, in a more interactive way. The teachers' commitment on content knowledge and pedagogy must be constructively manifested in order to have a positive impact in the academe. The school administrators should provide more programs or seminars related to strengthening and intensifying teachers' organizational commitment. The school head must be aware of the teachers attribute to develop their potentials in pedagogical approaches. Furthermore, a faculty enhancement program was proposed to intensify the commitment of the teachers on content knowledge and pedagogy in the acadame. Finally, the school head must be aware of the teachers' attributes and capacities to further develop their potentials in pedagogical approaches. They must craft more teacher-centered policies primarily concerned on the professional development of teachers. A faculty enhancement program was proposed to intensify the commitment of the teachers on content knowledge and pedagogy in the academe.
is likewise essential element of successful teaching and the school as a whole.
teachers to be able to attain its educational goals.
This study aimed to determine the level of organizational commitment of teachers in five public secondary schools in the Division of Caloocan City
North Cluster I as assessed in terms of the Results-based Performance. Management System - Classroom Observation Tool for Teacher I-III. This study also sought to determine the significant relationship on the level of commitment of teachers when grouped according to profe
The researcher applied the descriptive research method. A researcher made questionnaire of which it was adapted on the Results-based Performance Management System - Philippine Professional Standards for Teachers -Classroom Observation Tool for T1-T3 was utilized as a data gathering instrument. The data collection tools used in the study were applied to 160 teacher-respondents from 5 selected public secondary schools in Caloocan City during the school year 2018-2019 after taking permission from the Schools Division Office of Caloocan. The data obtained were analyzed statistically with the use of weighted mean, percentage and pearson r.
The results showed that the respondents are generally categorized as females and belonged to the age bracket range from 36-40 years while the age bracket range 51-55 years and older have the least number of respondents. Majority of the respondents are married with Master's Units; however, Teacher I is the dominant teaching position level. In terms of the length of service of the respondents, 68 or 42.50 percent rendered 6-10 years in the service while there were only 4 or 2.5 percent who served for both 21-25 years and 26 years and more.
This study also revealed that the level of commitment of teachers on the content knowledge and pedagogy in the organization based on Classroom Observation Tool (COT) had a computed overall man of 4.37 and was assessed to often observed Furthermore, results showed that the demographic profile: gender, age, civil status, highest educational attainment. position and length of service have significant relationship on the level of commitment of teachers.
Based on the findings and conclusions of the study, the following recommendations were given in this study, the teachers must be aware of their level of commitment on content knowledge and pedagogy in order for them to be aware of their current performance standing, making them more engaged in the teaching learning process. The teachers must develop. organize and utilize appropriate teaching resources, including ICT, to address learning goals enabling students to imbibe learning competencies expected from them to achieve, in a more interactive way. The teachers' commitment on content knowledge and pedagogy must be constructively manifested in order to have a positive impact in the academe. The school administrators should provide more programs or seminars related to strengthening and intensifying teachers' organizational commitment. The school head must be aware of the teachers attribute to develop their potentials in pedagogical approaches. Furthermore, a faculty enhancement program was proposed to intensify the commitment of the teachers on content knowledge and pedagogy in the acadame. Finally, the school head must be aware of the teachers' attributes and capacities to further develop their potentials in pedagogical approaches. They must craft more teacher-centered policies primarily concerned on the professional development of teachers. A faculty enhancement program was proposed to intensify the commitment of the teachers on content knowledge and pedagogy in the academe.
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