Tria-Siasoyco, Revelyn. 4 0
The relationship of personality adjustment patterns of single parents and the self concept of preschoolers: basis for classroom management strategies / 6 6 Revelyn Tria-Siasoyco. - - - xiii, 86 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2006.;A thesis presented to the Graduate School of Arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration.
5
ABSTRACT: The study aims to find out the relationship of personality adjustment patterns of single parents and the self-concept of preschoolers. It aims to answer the following questions: 1. What is the personality adjustment patterns of single parents when categorized into home, health, submissiveness/ self assertion, emotionally, hostility and masculinity/ feminity? 2. What is the level of self-concept of the preschoolers? 3. IS there a significant relationship between personality adjustment patterns and the level of self-concept of preschoolers? 4. Based on the findings, what classroom management strategies can be proposed? The respondents were fifty preschooler age four to six raised by single parents and handled by eight preschool teachers. A total of one hundred eight respondents were residents of Mandaue, Cebu. The instruments used were: Bell Adjustment, Pictorial Self-Concept Scale Test, descriptive and qualitative behavioral observations adopted from the Social Competence and Behavior Evaluation of Preschoolers. Results show low personality adjustment of single parents except on the area of Hostility (Average) and Masculinity / Feminity (Average). Preparatory and Kindergarten groups obtained low self-concept For inferential statistics Spearman's Rank Order Correlation was used to test the relationship between the personality adjustment patterns of the single parents and the self-concept of preschoolers. The researcher used 0.05 level to test the null hypotheses. Among the personality variables tested, Home, Submissiveness / Self Assertion and Emotionality obtained a low significant relationship. Of the said variables only the Home obtained low or slight relationship which is directly proportional to the self-concept of the preschoolers. While submissiveness / Self Assertion and Emotionality got negatively low significant relationship, which means that this personality variables are inversely related to self-concept. The lower the Submissiveness/ Self-Assertion and Emotionality the higher the self-concept. Health, Hostility and Masculinity/Feminity obtained almost negligible relationship. Low self-concept are manifested by the following observed behaviors namely: timid, socially withdrawn, lacks focus, defiant and aggressive. The proposed classroom management strategies are briefly as follows: 1) Implement simple but clear rules from the start. 2) Prepare age appropriate, multisensorial and relevant learning experience 3) Model good behavior and positive emotions. 4) Practice positive reinforcement. 5) Know your students strengths and weaknesses. 6) Always communicate with parents.
5
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/ 2
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The relationship of personality adjustment patterns of single parents and the self concept of preschoolers: basis for classroom management strategies / 6 6 Revelyn Tria-Siasoyco. - - - xiii, 86 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2006.;A thesis presented to the Graduate School of Arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration.
5
ABSTRACT: The study aims to find out the relationship of personality adjustment patterns of single parents and the self-concept of preschoolers. It aims to answer the following questions: 1. What is the personality adjustment patterns of single parents when categorized into home, health, submissiveness/ self assertion, emotionally, hostility and masculinity/ feminity? 2. What is the level of self-concept of the preschoolers? 3. IS there a significant relationship between personality adjustment patterns and the level of self-concept of preschoolers? 4. Based on the findings, what classroom management strategies can be proposed? The respondents were fifty preschooler age four to six raised by single parents and handled by eight preschool teachers. A total of one hundred eight respondents were residents of Mandaue, Cebu. The instruments used were: Bell Adjustment, Pictorial Self-Concept Scale Test, descriptive and qualitative behavioral observations adopted from the Social Competence and Behavior Evaluation of Preschoolers. Results show low personality adjustment of single parents except on the area of Hostility (Average) and Masculinity / Feminity (Average). Preparatory and Kindergarten groups obtained low self-concept For inferential statistics Spearman's Rank Order Correlation was used to test the relationship between the personality adjustment patterns of the single parents and the self-concept of preschoolers. The researcher used 0.05 level to test the null hypotheses. Among the personality variables tested, Home, Submissiveness / Self Assertion and Emotionality obtained a low significant relationship. Of the said variables only the Home obtained low or slight relationship which is directly proportional to the self-concept of the preschoolers. While submissiveness / Self Assertion and Emotionality got negatively low significant relationship, which means that this personality variables are inversely related to self-concept. The lower the Submissiveness/ Self-Assertion and Emotionality the higher the self-concept. Health, Hostility and Masculinity/Feminity obtained almost negligible relationship. Low self-concept are manifested by the following observed behaviors namely: timid, socially withdrawn, lacks focus, defiant and aggressive. The proposed classroom management strategies are briefly as follows: 1) Implement simple but clear rules from the start. 2) Prepare age appropriate, multisensorial and relevant learning experience 3) Model good behavior and positive emotions. 4) Practice positive reinforcement. 5) Know your students strengths and weaknesses. 6) Always communicate with parents.
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/