Cultural and ethical values of teachers towards a school teacher enhancement program (STEP) / Ignacia B. Alegre. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2013.;A thesis presented to the Graduate School of Arts, Sciences and Education, in partial fulfillment of the requirements for the degree, Master of Arts in School Principalship.;Includes bibliographical references. 56

5

This study was conducted to assess the cultural and ethical values of teachers in selected educational institutions in Imus City, Cavite. Specifically, this study assesses the following: the demographic profile of teachers as to age, civil status, birthplace and dialect spoken at home, educational attainment, and length of service as correlated to the cultural values variables namely: social skills, communication skills, problem-solving and decision- making skills and work habits and performance. Likewise, ethical values in terms of the respondents' dealings with the learner, parents, and administration and community members were also assessed and correlated with the demographic profile. The descriptive correlation method was used with the researcher-constructed questionnaire as the main gathering instrument. The results revealed that most of the respondents were young, between 21-25 years old, single, Tagalog speaking, graduates of Bachelor's Degree and with 2-5 years teaching experience. Majority of the teachers are young and single which could be attributed to their tendency to leave the private school after 2-3 years of service. Most of the statements in the questionnaire were always practiced and only a few were occasionally practiced in connection to their cultural and ethical values. In terms of their cultural values, giving importance to celebrations and social affairs and interacting with small and big groups were occasionally practiced. As to their ethical values, the respondents assessed participation in community activities and evaluation of the local customs and traditions to have a sympathetic attitude as occasionally practiced. While the above weaknesses were identified, still the overall assessment was always practiced. Although, they have good cultural and ethical values they still need to be further strengthened. The assessment of the relationship of the demographic profile and the cultural and the ethical values revealed the following findings: In terms of cultural values, there were significant relationships between: - Age profile and their social skills, communication skills and work habits and performance - Educational attainment and social skills and work habits and performance. - Length of service and communication skills and work habits and performance. In terms of ethical values, significant relationships were also established between: - Age profile and their dealing with the learners and administrators - Educational attainment and their dealing with the learner. - Length of service and their dealing with learner and the administrators. The civil status and the birthplace and dialect did not show any significant relationship with the variables in both the cultural and ethical values. Based on these results it can be concluded that age, educational attainment and length of service have a significant relationship with cultural and ethical values. The older the respondents, the higher the educational attainment and the longer the length of service, the better their cultural and ethical values. Based on these findings, the proposed School Teacher Enhancement Program was made with the following recommendations: school retention program for teacher by giving appropriate salaries, rewards, incentives and scholarship for them to pursue masteral and higher education; socialization program to improve their interpersonal relationships with stakeholders, community linkages program to improve their relationships with the community and school-based in-service trainings to further strengthen the teachers' cultural and ethical values.

5