SCHOOL CLIMATE AND PROFESSIONAL GROWTH OF ELEMENTARY TEACHERS IN MABINI DISTRICT,

COMPOSTELA VALLEY PROVINCE

MICHAEL S. AÑODAPRESENTER

UNIVERSITY OF SOUTHEASTERN PHILIPPINES COLLEGE OF TEACHER EDUCATION AND TECHOLOGY, GRADUATE SCHOOL

TAGUM-MABINI CAMPUSAPOKON, TAGUM CITY

Introduction

Theoretical/Conceptual Framework

Results and Discussion

UNIVERSITY OF SOUTHEASTERN PHILIPPINES COLLEGE OF TEACHER EDUCATION

AND TECHOLOGY, GRADUATE SCHOOLTAGUM-MABINI CAMPUS

APOKON, TAGUM CITY

Recommendations

Introduction

The growth of every faculty is an individual business. One may pursue masters or doctorate program to achieve a higher degree or may participate in a short leadership course work just to have the professional growth.

• In Denmark, teachers seldom work on their professional growth, although it was found out to affect individual teaching and performance(Drah-Zahavy & Somech, 2002).

• In the Philippines, the Department of

Education (DepEd, 2010) emphasizes that the essential part of organizing the school involves developing a school climate.

• Recently, the country’s vision in sustaining quality education is ensured through the K-12 curriculum implementation. This K-12 Educational Reform Program eventually poses greater challenges among teachers and school administrators specially that teachers fall short of the academic requirements.

• Research findings reveal that the most powerful predictors of professional growth connectedness are related to school climate (Abbott, 2005).

• On that regard, Matildo (2013) revealed the high level of teachers’ engagement to professional growth in Davao Region. However, she implicated that teachers’ misfortune to such pursuit is relegated to accessibility reasons and school climactic conditions.

• To determine the level of school climate and professional growth of Elementary Teachers in Mabini district, Mabini Compostela Valley Province

• To identify the effect of school climate to the professional growth of Elementary Teachers in Mabini District

Why study this?

Introduction

Theoretical/Conceptual Framework

Results and Discussion

UNIVERSITY OF SOUTHEASTERN PHILIPPINES COLLEGE OF TEACHER EDUCATION

AND TECHOLOGY, GRADUATE SCHOOLTAGUM-MABINI CAMPUS

APOKON, TAGUM CITY

Recommendations

• Ecological Systems theory of Bronfenbrenner (1977)

Theoritical/Conceptual Framework

School Climate

1. Shared Vision and Plan

2. School Policies

3. Community Practices

4. School Environment

5. Social and Civic

Development

 

Professional Growth

1. Professional

Commitment

2. Professional Knowledge

and Understanding

3. Abilities and skills

4. Pedagogical practice and

support

 

SexLocation of School

Teaching experience Educational attainment

FIEL

D RE

SEAR

CH

Introduction

Theoretical/Conceptual Framework

Results and Discussion

UNIVERSITY OF SOUTHEASTERN PHILIPPINES COLLEGE OF TEACHER EDUCATION

AND TECHOLOGY, GRADUATE SCHOOLTAGUM-MABINI CAMPUS

APOKON, TAGUM CITY

Recommendations

• Based from the results of the study, the following findings are generated:

• 1. The level of school climate in terms of Shared school vision and plan with mean 3.94, School policies with mean 4.01, Community practices with mean 4.11, School environment with mean 3.85 and Social and civic development with the mean 3.96. the overall mean is 3.97 with high level description.

• 2. The level of professional growth of elementary teachers in Mabini district, Compostela Valley Province in terms of Professional Commitment has a mean of 4.03, Professional Knowledge and Understanding with mean 3.94, Teaching abilities and skills with mean 3.76 and Pedagogical practice and support with mean 3.90. The overall mean is 3.91 with high level description.

• 3. With the 0.05 degree of confidence set in this study, the level of school climate when analyzed according to sex yielded the overall probability value of 0.832. The indicators of school climate obtained the following probability values: shared school vision and plan got 0.710; school policies got 0.915; community practices got 0.545; school environment got 0.341 and social and civic development got 0.987. This leads to the acceptance of the null hypothesis that there is no significant difference on the level of school climate when analyzed by sex.

• 4. The level of school climate when analyzed by location of school generated the probability value of 0.679. The indicators of school climate obtained the following probability values: shared school vision and plan got 0.653; school policies got 0.045; community practices got 0.461; school environment got 0.919 and social and civic development got 0.606. This means that there is no significant difference on the level of school climate when analyzed by location of school.

• 5. With 0.05 degree of confidence set in this study, the level of school climate when analyzed according to length of service yielded to the overall probability value of 0.028. The indicators of school climate obtained the following probability values: shared school vision and plan got 0.042; school policies got 0.112; community practices got 0.031; school environment got 0.065 and social and civic development got 0.076. Therefore, it can be stated that there is a significant difference on the level of school climate when analyzed by length of service.

• 6. The level of school climate when analyzed by highest educational attainment generated the probability value of 0.000. The indicators of school climate obtained the following probability values: shared school vision and plan got 0.000; school policies got 0.000; community practices got 0.000; school environment got 0.000 and social and civic development got 0.000. This means that school climate differs significantly when analyzed by the highest educational attainment.

• 7. The level of professional growth when analyzed according to sex yielded the overall probability value of 0.748. The indicators of professional growth obtained the following probability values: professional commitment got 0.748; professional knowledge and understanding got 0.729; teaching abilities and skills got 0.762 and pedagogical practice and support got 0.748. This leads to the acceptance of the null hypothesis that there is no significant difference on the level of professional growth when analyzed by sex.

• 8. With 0.05 degree of confidence set in this study, the level of professional growth when analyzed according to location of school yielded to the overall probability value of 0.017. The indicators of professional growth obtained the following probability values: professional commitment got 0.195; professional knowledge and understanding got 0.251; teaching abilities and skills got 0.179 and pedagogical practice and support got 0.050. Therefore, it can be stated that there is a significant difference on the level of professional growth when analyzed according to location of school.

• 9. The level of professional growth when analyzed according to length of service yielded the overall probability value of 0.016. The indicators of professional growth obtained the following probability values: professional commitment got 0.050; professional knowledge and understanding got 0.250; teaching abilities and skills got 0.180 and pedagogical practice and support got 0.1949. Therefore, it can be stated that there is a significant difference on the level of professional growth when analyzed by the length of service.

• 10. With 0.05 degree of confidence set in this study, the level of professional growth when analyzed according to highest educational attainment yielded to the overall probability value of 0.000. The indicators of professional growth obtained the following probability values: professional commitment got 0.000; professional knowledge and understanding got 0.000; teaching abilities and skills got 0.000 and pedagogical practice and support got 0.000. Therefore, it can be stated that there is a significant difference on the level of professional growth when analyzed according to highest educational attainment.

• 11. The correlation between school climate and professional growth of elementary teachers Mabini district Compostela Valley Division. At 0.05 degree of freedom set in this study, yielded in the investigation is the probability value of 0.000. The following are the r value results: Shared Vision and Plan with 0.788, School Policies with 0.720, Community Practices with .754, School Environment with 0.717, and Social and Civic development with .776. Furthermore, the overall r value is equal to 0.851 with a probability value of .000. This means school climate is significantly related to the professional growth of the teachers in Mabini district.

• 12. Results revealed that the r square value is equal 0.757. This means that 75.7 percent of the professional growth of the elementary teachers can be predicted by the school climate, while the others (24.3) can be predicted by other variable not covered in this study.

Introduction

Conceptual Framework

Results and Discussion

UNIVERSITY OF SOUTHEASTERN PHILIPPINES COLLEGE OF TEACHER EDUCATION

AND TECHOLOGY, GRADUATE SCHOOLTAGUM-MABINI CAMPUS

APOKON, TAGUM CITY

Recommendations

• In view of the aforementioned findings of the study, the following recommendations are offered:

• Teachers. The teachers are encouraged to enhance their abilities by being aware on the importance of attending professional growth and development programs. They have to attend seminars that would enrich their knowledge in teaching. Particularly, in the area of research where they can contribute better ideas and findings to help their respective schools develop an intervention program to the learners who are the subject of the school context.

• School Administrators. The administrators should be supportive and at the same time help create positive climate that uplift teachers motivation in pursuing a higher degree of professionalism. It is suggested that they will extend effort to upkeep teachers in doing professionally related researches which seek potential growth in their teaching career.

Recommendations

Policymakers. The educational planners are encouraged to create a sustainable program that supports professional growth of the teachers. Furthermore, they are urged to create purposeful training designs that suite to the interests of the teachers in developing their knowledge and professional competence.

Department of Education. The Department of Education is encouraged to create programs that link to the school's aims and personal beliefs so that teachers can see the long term impact. Training should always link back to the school's aims and values, so it is easy to understand the why behind the what. More so, teachers are interested to the programs if they can find connections that would avail better opportunities to grow professionally.

Researchers. Further research concerning school climate and professional growth in larger scope, above all involving secondary teachers as respondents to authenticate the significance of the variables in this study.

• THANK YOU FOR LISTENING GOD BLESS