MELJUN CORTES Research Paper _3rd_metro_south_presentation_____

1 ESTERLINA B. PEPITO & MELJUN P. CORTES

Taguig City University Gen. Santos Ave., Upper Bicutan, Taguig City

COLLEGE OF ENGINEERING, TECHNOLOGY AND COMPUTER SCIENCE

Teaching Performance of TCU Faculty as correlates to their Psychological Well Being in the Teaching Learning Process



Introduction

In the midst of the movement to improve education to prepare all students to compete in a global society, reform efforts have been enforced in every state through mandates and regulations. Teachers are now finding it necessary to reflect on teaching practices, as well as knowledge and pedagogy in an effort to better meet the needs of students.

(Darling-Hammond & McLaughlin, 1995)




Teacher performance evaluation has become a dominant theme in school reform efforts. Yet evaluation changes the performance of teachers. Teacher performance evaluation is a complicated but a necessary process. It is particularly complex because of the varied types of teachers and students, and styles of teaching and learning. Properly done, however, such a review can and should result in positive, constructive change. Central to this idea is the concept that one never grows too old, too wise, or too experienced to improve. Teaching Performance evaluation should always be approached in a positive manner.

Introduction




Competitive conditions of today’s world put workers under a lot of stress. Consequently, this stress influences their Psychological Well Being. Teachers as workers , also feels the influences of this stress. they feel burned-out, unhappy, dull, or unsatisfied because of factors such as high teacher-student ratio, inconvenient or inefficient physical school facilities and school conditions , and low salaries. (Ryff, 2000) The researchers , being teachers themselves became interested in determining the relationship of the teaching performance and psychological well being of the faculty of Taguig City University .

Introduction




Research Problems / Research Objectives This study aimed to determine the teaching performance of the faculty of Taguig City University as correlates to their psychological well being in the teaching learning process. Specifically, this will seek to answer the following questions: 1. What is the demographic profile of the respondents in terms of : 1.1 gender ; 1.2 age ; 1.3 civil status ; 1.4 educational attainment ; 1.5 years of experience ?




Research Problems / Research Objectives

2. What is the teaching performance of the respondents in terms of 2.1 professional performance ; 2.2 professional deportment ; 2.3 management of student learning ; 2.4 classroom management ; 2.5 assessment of student learning? 3. How do the faculty respondents assess their psychological well being in terms of : 3.1 self-acceptance 3.2 positive relations with others 3.3 autonomy 3.4 environmental mastery 3.5 purpose in life 3.6 personal growth?

4. How significant is the relationship between the teaching performance and psychological well being of the respondents?




Hypothesis The following hypothesis to be tested in the research study is: There is no significant relationship between the teaching performance and psychological well being of the respondents.




Research Paradigm The research paradigm of this study shows the domains of the psychological well being as designed by Ryff in which the researchers assured to have influenced the teaching performance of the faculty of Taguig City University.

Autonomy

my

Teaching Performance

Environmental Mastery

Personal Growth

Psychological Well Being

Purpose in life

Self acceptance

Positive Relations with others




The schematic diagram shows the six dimensions of psychological well being which correlates to the teaching performance . Like wise the criteria being used in evaluating the teaching performance such as professional performance; professional deportment; management of student learning ; classroom management and assessment of student learning were used .

Research Paradigm




Methodology This study makes use of descriptive research method with questionnaire as the major tool for gathering data. Purposive sampling technique was used in the study based on the judgement of the researcher as to who can provide the best information to achieve the objectives set in the study. The researchers only goes to those people who in his/her opinion are likely to have the required information and be willing to share. The researchers chose participants from the different college who were available during the time of the survey. There were 75 full time faculty who were willing to rate themselves as to their teaching performance and psychological well being. A complete enumeration was used in seeking the faculty respondents, thus, random non probability sampling procedure was utilized in the study.




Research Instrument The primary data gathered from the respondents and information are extracted through the following instruments: Part 1 a researchers – made survey questionnaire which seeks to gather information on the demographic profile of the respondents; and to determine the teaching performance of the faculty. Part 2 a standardized questionnaire of Ryff Psychological Well Being which consists of 42 items which intended to measure the level of psychological well being of the respondents




Results and Discussions Profile of the Administrator and Faculty Respondents:

1. The majority of the respondents belonged to the age bracket of 41 to 45 years old based on the distribution of 24 or 32 percent. 2. The faculty respondents were dominated by females than males as shown from the distribution of 42 or 56 percent. 3. In educational attainment 36 or 48 percent of the respondents are with Master’s degree. 4. As to the years of experience 47 or 63 percent are 6 to 10 years of teaching experience. 5. Majority are family men and women, based from the distribution of 65 or 64 percent.





Assessment of the Teaching Performance of the Faculty Respondents. Table 21

Summary of the Assessment on Teaching Performance in Selected Variables

Variables Faculty

WM Interpretation

Professional Performance 3.66 satisfactory

Professional Deportment 3.71 satisfactory

Management of Student

Learning 3.55 satisfactory

Classroom Management 3.72 satisfactory

Assessment of Student

Learning 3.82 satisfactory

Over all Weighted Mean 3.69 satisfactory

Results and Discussions



Survey revealed that the assessment of the of respondents on professional performance is “ very satisfactory “. This finding was supported by the over-all weighted mean of 3.66. Likewise, the respondents assessment on professional deportment is “ very satisfactory ”. Serving to confirm this finding was the respondents’ overall weighted mean of 3.71. On the same manner, respondents manifested “ very satisfactory “ on management of student learning. This was substantiated by their overall composite weighted mean of 3.55. Data revealed that. respondents’ assessment is “ very satisfactory “ on the teaching performance in terms of classroom management. Attesting to the result of the finding was the overall weighted mean of 3.72.





Likewise, the respondents assessed “ very satisfactory” on the teaching performance in terms of assessment of student learning. Attesting to the result of the finding was the overall weighted mean of 3.82. Overall, the respondents manifested to a “ satisfactory” on the teaching performance of faculty on selected variables as inferred from the overall weighted mean score of 3.69. The result of the study have shown that the average score of the faculty acquired on the teaching performance scale is at the level of “satisfactory”. Consequently, it is possible to conclude that the teaching performance experienced by faculty in school is sufficient.





Assessment of Faculty Respondents on their Psychological Well Being The following variables are considered by the respondents in assessing their psychological well being : autonomy; environmental mastery; positive relations; personal growth; and self-acceptance.

Table 29 Summary on Psychological Well Being of the Faculty Members

Variables Mean Description

Autonomy 5.00 partly agree

Environmental Mastery 5.42 agree

Personal Growth 5.47 agree

Positive Relations 6.06 agree

Purpose in Life 5.59 agree

Self - Acceptance 4.93 partly agree

Overall Mean 5.41 agree





Data shows that the respondents “agree“ on their psychological well being in terms of personal relations with others. This was supported by the overall weighted mean of 6.06. Survey revealed that the respondents “agree“ on their psychological well being in terms of purpose of life This finding is supported by the over all weighted men of 5.59. On the contrary, the faculty members responded “partly agree” on psychological well being in terms of self – acceptance. Substantiating this finding is the overall weighted mean of 4.93. Over all, the aforementioned variables on psychological well being in terms of autonomy, environmental mastery, personal growth, positive relations, purpose in life and self-acceptance, faculty responded “agree” as indicated from the overall weighted mean of 5.41. Likewise, the responses of faculty regarding psychological well being statements corresponds to “agree” is at reasonable level. Their responses in “autonomy and self- acceptance” measurements were partly agree. This level is not acceptable for those in the teaching profession and could be improve. Teacher’s feeling concerning their autonomy and self-acceptance play an essential role in student development.





Psychological wellbeing as defined by Ryff (1989a, 1989b) as a multidimensional construct that comprises various social, psychological and physiological aspects, which may be interrelated and which may influence each other. All these psychological wellbeing construct and reflect a great degree of access to coping resources, such as skills and supportive personal relations, which are proven to be important in coping with psychological stress.

Results and Discussions COLLEGE OF ENGINEERING, TECHNOLOGY AND COMPUTER SCIENCE



Significant Relationship between the Teaching Performance and Psychological Well Being of the Faculty Respondents

To determine whether or no significant relationship existed in the assessment of the respondent as to teaching performance and psychological well being Correlation test was applied. The results of the application of the test statistics are discussed and analyzed in this section of the research. A moderate degree of correlation was found among environmental mastery; purpose in life and self-acceptance in relation to the teaching performance. This can be supported by the computed r – value of 0.53 ; 0.67 and 0.62 respectively. The aforementioned degree of correlation, however, was not statistically significant as the recorded t – value of 1.819 ; 2.007; and 1.762 which were less than the tabular t – value of 2.228 at 0.05 level of significant. The null hypothesis of no significant relationship is therefore accepted.




Table 30 Significant Relationship of Teaching Performance as to the Psychological Well

Being of the Faculty

Variables r -

value

Degree of t -

computed t - tabular Decision

Correlation

significant

Autonomy 0.83 high correlation 3.333. 2.228 relation

Environmental Mastery 0.63 moderate 1.819 2.228 no relationship

significant

Personal Growth 0.77 high correlation 2.689 2.228 relationship

significant

Positive Relations 0.78 high correlation 2.95 2.228 relationship

Purpose in Life 0.67 moderate 2.007 2.228 no relationship

Self - Acceptance 0.66 moderate 1.762 2.228 no relationship





A high degree of correlation was noted among the variables autonomy ; personal growth ; and positive relations. This was indicated by the computed r – value of 0.83; 0.77; and 0.78. Likewise, a significant relationship existed between the three variables as supported from the computed t- value of 3.333 ; 2.689 ; and 2.950 which is higher than the tabular t – value of 2.228 at 0.05 level of significance. Hence, the hypothesis of no significant relationship was rejected. The findings of this study revealed that teaching performance has a significant relationship with teacher’s psychological well being in terms of autonomy; personal growth and positive relations.




Conclusions On the account of the foregoing significant findings the following conclusions were derived: 1.The faculty respondents are mostly 41 tom 45 years of age and have Master’s degree. Most of them are females, have 6 to 10 years of experience as teachers and are family men and women. 2. Over all statistical results shows that their teaching performance is satisfactory and consequently , it is possible to conclude that their teaching performance experienced at school is sufficient to the teaching learning process of the students.




3. Likewise, the responses of faculty regarding psychological well being statements corresponds to “agree” is at reasonable level. Their responses in “ autonomy and self- acceptance” measurements were partly agree. This level is not acceptable for those in the teaching profession and could be improve. Teacher’s feeling concerning their autonomy and self-acceptance play an essential role in student development. Besides teacher’s autonomy and self-acceptance levels are important for themselves as educators who are open to continuing education developments who are reflecting various experiences within their work, who can critique in an objective manner, and finally who make plans and evaluate the results of the plans. Improvement in autonomy also helps with the meta-cognitive skills. Therefore, teachers could be offered assistance programs to help them master certain issues and skills such as self-awareness, responsibilities, challenges and flexibilities to adopt to various roles in the classroom.

4. The findings of this study revealed that teaching performance has a significant relationship with teacher’s psychological well being in terms of autonomy; personal growth and positive relations. according to the identified needs.

Conclusions




Recommendations Based on the significant findings and conclusions of this research, the following recommendations are offered: 1. There is a need for teachers to learn continuously in order to develop their knowledge and skills and adapt and develop their roles especially through teaching and learning. The administration should answer the demand for upgrading of professional growth of faculty 2. School ,Administrators need to exhaust more efforts to improve the TCU faculty members

‘social interaction and supportive work environment in the schools

3. The University should provide an intervention programs that will increase the faculty’s

teaching performance and psychological well being levels and school administrators must focus on the effectiveness of the intervention programs.

4. Further studies be conducted to compare the teaching performance and psychological well

being across different variables.





Thank

You…..

ESTERLINA B. PEPITO MELJUN P. CORTES

MELJUN CORTES Research Paper _3rd_metro_south_presentation_____

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