Journal of World Englishes and Educational Practices
Yazarlar: Ronilo G. Berondo
Konular:-
Anahtar Kelimeler:Motivation; Teaching; Effectiveness
Özet: This study entitled “Level of Motivation and Teaching Effectiveness of Public Elementary School Teachers was conducted in the Second District of Capiz, with 12 schools district, namely; Cuartero, Ivisan, Dumarao, Dao, Sigma, Jamindan, Dumalag, Mambusao East, Mambusao West, Tapaz East, Tapaz West, Sapian from August to November 2010 to answer the following questions: 1. What is the level of motivation of teachers in the second district of Capiz? 2. What is the level of teaching effectiveness of teachers in the second district of Capiz as perceived by themselves and the school heads-respondents? 3. What are the level of motivation and teaching effectiveness of the respondents when grouped according to: Age, Gender, Civil Status, Highest Educational Qualification, Length of Service as Teacher, Household Size, School District 4. Is there a significant relationship between level of motivation and teaching effectiveness of the teacher-respondents? 5. What are the variables which can best predict teaching effectiveness? 6. Is there a significant difference on the level of teaching effectiveness as perceived by the school heads as respondents? The study used the descriptive correlational research design, researcher constructed questionnaires were used to gather data from 96 public elementary school teachers and their school heads by the researcher and trained enumerators. Both descriptive and inferential statistics were used and the level of significance was set at 5%. Results of the study reveal the following: The public elementary school teachers were perceived to be "highly motivated and "very highly effective" teachers. The level of motivation of public elementary school teachers is not significantly influenced by variables such as age, civil status and educational attainment but significantly affected by variables such as length of service, household size and school district where these teachers belong. The teaching effectiveness of the teachers is not significantly influenced by variables studied and was perceived differently by the teachers themselves and then immediate supervisors.