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Teachers' level of capability, priority for development and effectiveness in classroom instruction [thesis] / by Ma. Sarah Lingcong Catabay

By: Material type: TextTextPublication details: Dumaguete City : Foundation University, 2020Description: ix, 79 leaves : illustration; 28 cmSubject(s): LOC classification:
  • LG 221 D35 G73 A6 E38 2020 C357
Dissertation note: Summary: "This study examined the correlation between the level of teacher capability, priority for development and the teacher effectiveness in classroom instruction of the secondary Teachers I-III in the division of Dumaguete City to enhance learning outcomes particularly in the National Achievement Test. It focused on the 7 secondary schools and 171 teaching personnel of Dumaguete City Division, Negros Oriental Philippines for SY 2018-2019. It utilized the descriptive-correlational method of research to describe and correlate the teachers' levels of capability, priority for development and effectiveness in the classroom instruction. The study sued the Results-based Teachers' Self-Assessment Tool for Teacher I-III only which was used in measuring teachers' levels of capability and priority for development and the RPMS Classroom Observation Tool (Rating Sheet) for Proficient Teachers used for measuring the teachers' level of effectiveness. It revealed that the teachers' level of capability is high in the said five areas in the RPMS (SAT). The teachers' level of priority is high in the said five areas. The effectiveness of the teachers in their classroom instruction is in the very satisfactory level. There is no significant relationship between the teachers' level of capability and their level of effectiveness in classroom instruction. There is no significant relationship between the teachers' capability level and their priority for development. The teachers' position and years in teaching are significantly related to their level of capability in terms of the five areas in the RPMS (SAT). Lastly, their is no significant relationship between the teachers' profile (position and years in teaching) and their level of effectiveness. It concluded that there is no significant relationship between the teacher's level of capability and their level of effectiveness in classroom instruction. --Abstract
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Dissertation Dissertation Foundationiana Section, University Records and Archives Center (URAC) Dissertation LG 221 D35 G73 A6 E38 2020 C357 (Browse shelf(Opens below)) Available 0232024005011

Tables.

Thesis Graduate (Doctor of Education) -- Foundation University, 2020.

Includes bibliographical references and appendices.

"This study examined the correlation between the level of teacher capability, priority for development and the teacher effectiveness in classroom instruction of the secondary Teachers I-III in the division of Dumaguete City to enhance learning outcomes particularly in the National Achievement Test. It focused on the 7 secondary schools and 171 teaching personnel of Dumaguete City Division, Negros Oriental Philippines for SY 2018-2019. It utilized the descriptive-correlational method of research to describe and correlate the teachers' levels of capability, priority for development and effectiveness in the classroom instruction. The study sued the Results-based Teachers' Self-Assessment Tool for Teacher I-III only which was used in measuring teachers' levels of capability and priority for development and the RPMS Classroom Observation Tool (Rating Sheet) for Proficient Teachers used for measuring the teachers' level of effectiveness. It revealed that the teachers' level of capability is high in the said five areas in the RPMS (SAT). The teachers' level of priority is high in the said five areas. The effectiveness of the teachers in their classroom instruction is in the very satisfactory level. There is no significant relationship between the teachers' level of capability and their level of effectiveness in classroom instruction. There is no significant relationship between the teachers' capability level and their priority for development. The teachers' position and years in teaching are significantly related to their level of capability in terms of the five areas in the RPMS (SAT). Lastly, their is no significant relationship between the teachers' profile (position and years in teaching) and their level of effectiveness. It concluded that there is no significant relationship between the teacher's level of capability and their level of effectiveness in classroom instruction. --Abstract

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