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Supelana-Peralta, Luz. |
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Perceptions of the Master Teachers' jobs by administrators and peers in some selected public elementary schools in Manila: a correlational analysis / |
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Luz Peralta- Supelana. |
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Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 1999.;A thesis presented to the faculty of the Graduate School of Arts, Sciences, Education & Nursing in partial fulfillment of the requirements for the degree of Master of Arts in School Principalship. |
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ABSTRACT: This study was conducted to determine the perceptions of the master teacher's jobs by administrators and peers in some selected public elementary schools in Manila. The perception of the master teacher's jobs were checked against the job description stated in Circular no. 22, s. 1991, Revised Duties and Functions of Master Teachers. Specifically, this study sought to answer the following questions: 1. What is the profile of the respondents in terms of age, sex, civil status, position, experience and educational qualification? 2. What are the actual tasks of master teachers as perceived by administrators and peers in the following areas: a. pupil development b. staff development c. curriculum development d. research e. others 3. What is the summary of the perceptions of the master teachers' jobs by administrators and peers as checked against their official duties and functions stated in Circular no. 22, s.1991? 4. Is there significant relationship among the perceptions of the respondents in terms of the master teacher's jobs in the same areas stated in problem no. 2 ? Findings: Based on the results of the study, the findings were as follows: 1. a. 31 or 34.8% of the respondents belonged to ages 40 - 49. b. 85 or 96% were female. c. 52 or 58% were married. d. 48 or 53.9% were non-master teachers. e. Majority of the respondents have been teaching in the public elementary school for 26-30 years in service. f. 66 or 74.1% revealed that the respondents have acquired the minimum degree requirement i.e. BSEEd / BSE plus some units for elementary method to qualify for their positions. 2. The master teachers performed at an average level (very satisfactory) in the areas of pupil development (with a grand weighted mean of 4.27); staff development (with a grand weighted mean of 4.23) and curriculum development (with a grand weighted mean of 4.00) The master teachers performed low (satisfactory) in the areas of research (with a grand weighted mean of 3.92) and other administrative duties and functions (with a grand weighted mean of 3.75) 3. The master teachers performed low (satisfactory) in the areas of research (with a grand weighted mean of 3.92); and other administrative duties and functions (with a grand weighted mean of 3.76). Therefore master teachers performed low as perceived by administrators and peers as against their outstanding rating on their year - end evaluation. Conclusions: The result of the statistical treatment of the data revealed the following: Very high positive correlation between pupil development and curriculum development (r = .16929); high positive correlation between pupil development and research (.75154); very small negative correlation between pupil development and other administrative duties and functions (-21105); very small negative correlation between pupil development and staff development )-.03178). The null hypotheses tested at 0.05 level of significance was rejected. There was a high positive correlation between pupil development and research, also between curriculum development and research. There was a significant relationship among the perceptions of the respondents in terms of master teachers' jobs and their official duties and functions. Observations, interviews as well as questionnaire proved that master teachers could not really do all the duties and functions expected of them with outstanding ratings. The actual performances of the master teachers were not congruent with their year - end performance rating. There was a gap between what is expected of them and what they are actually do due to the following reasons: 1. Overlapping of multifarious activities like preparation of reports, checking lesson plans, observing teachers and other curricular and extra curricular activities. 2. There are very few master teachers in each grade. Other subject areas do not yet have master teachers. 3. Some master teachers are overloaded, while others are underload. 4. Lack of administrative prodding. 5. Negative influences or feedback of people around. Recommendations: In view of the findings and conclusion of the study, the following are recommended: 1. Pursuing graduate study for an effective and efficient performance as expected from master teachers. 2. Reviewing the provisions on the areas of research and other supervisory functions in order to maximize and reach the optimum degree of service in these areas. 3. Intensive training on research should be given to master teachers. 4. Enhancing further the knowledge, skills, abilities and competencies of master teachers in the areas of staff and curriculum development through seminar workshops for quality education among the pupils. 5. Requesting from the legislative or policy making body of the DECS for a review or revision if necessary, of the existing policies on the duties and functions of master teachers into more realistic and workable areas of learning. 6. Orienting further administrators, non-master teachers specifically Guidance Counselors, teachers with special assignment and master teachers to help reduce if not eliminate misconceptions on the functions of master teachers to promote harmonious relationships in the school. 7. More research studies in the effectiveness of the career Progression Scheme for Public School Teachers (Master Teacher Plan). 8. Making research studies on the master teacher's plan functional. 9. Enhancing the right attitude and commitment to one's duty from both the master teachers and all the respondents. |
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|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |