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100			_e _e _aChico, Estrella Tabirao. _d _b4 _u _c0 _q16
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245		0	_a _aPerception and motivational ranking of the masters teachers on the master teacher scheme at the Ramon Magsaysay High School DECS Manila / _d _b _n _cEstrella Tabirao Chico. _h6 _p
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300			_e _e _c28 cm. _axiii, 89 pages _b
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336			_b _atext _2rdacontent
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500			_a _aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1999.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship. _d _b _c56
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520			_b _b _c _aABSTRACT: Education is greatly valued in any society. The government depends on it for its quest for national development. Education's prime assets are the teachers who hurdle all the problems of the educational system to deliver quality education. Teaching as a profession is slowly losing its stature in the society because of too much non-teaching tasks given to teachers, low salary compare to other profession delayed compensation, slow promotion and other problems. The government issued Executive Order No. 500 on March 21, 1979 which established a new system of Career Progression for Public School Teachers. This commonly known as Master Teacher Scheme (MTS). The MTS is aimed to establish a system of career progression and promotion for public school teachers that attaches a premium to classroom effectiveness, allows teachers to remain in the classroom while advancing in stature and compensation. The classroom teachers are given the option of choosing alternative career lines in school administration or in classroom teaching. The main respondents in this study were 27 Master Teachers, 9 Head Teachers and 100 regular teachers from Ramon Magsaysay High School. The instrument used in this study was a questionnaire which is of three parts; Part 1 and Part II are self made test while Part III is a modified questionnaire from Emilio Dacayanan's study. Descriptive statistics such as weighted mean, frequency, percentage, One Way analysis of variance (ANOVA), were used in this study as well as correlation statistics such as Kendall Coefficient of Concordance. This study was conducted in order to determine the extent by which the implementation of Master Teacher Scheme has affected on the perceptions of the master teachers. 1. What are the perception of the Head Teachers, Master Teachers, and regular teachers on how the Master Teachers perform their duties and function? 2. Is there a significant difference in the perception of the Head Teachers, Master Teachers and regular teachers on the duties and functions of the Master Teachers? 3. Is there an agreement among the Master teachers' responses in terms of ranking the motivational features of the Master Teacher Scheme? 4. To what extent does the Master Teachers Scheme influence the level of career aspiration of the Master Teachers? 5. What percentage of Master Teachers will aspire to shift to administration? 6. What is the extent to which the Master Teachers perceive the Master Teacher Scheme? Major Findings 1. Respondents agreed that the master teachers performed the duties and functions of the master teachers. 2. The head teacher, who was rating the master teacher performance on the job, gave a lower weighted mean score for the performance of master teachers. 3. The three groups agreed that the Master Teacher were weak in research. 4. There was no significant difference between the perception of the head teachers, master teachers and regular teachers regarding the duties and function of the master teachers, the null hypothesis was accepted. 5. The computed Kendall Coefficient Concordance W=0.258 showed that there was no significant agreement between the ranking made by the master teachers on the motivational features of the Master Teacher Scheme. 6. Master Teachers placed high value on competence and considered opportunities for advancement as the least motivational feature of MTS. 7. The results indicate that the Master Teachers consider aspiration aspect of advance educationally the highest ranked with a weighted mean score of 4.61. 8. Aspiration aspect encourages friends to go into teaching has the lowest weighted mean score of 2.71. 9. The results indicated that 74% master teachers opted to stay in the teaching profession. They were satisfied in their present position and they do not want to change career line. 10. The result showed that 5 or 19% would like to shift to administrative position. 11. Only 2 or 7% are undecided to shift career lines. 12. The master teachers agreed that the Master Teachers Scheme attained its objectives in improving the situation of the teaching profession. 13. The master teachers agreed to the manner by which MTS selected master teachers. However, it was also expressed that there was impartiality in the selection of master teacher. Conclusions In view of the findings presented, very important conclusions were deduced. 1. The Master Teachers were found to be doing their duties functions satisfactorily in all areas such as student development, staff development, curriculum development research and evaluation and other tasks. The data also revealed that the master teachers were weak in the area of research and evaluation. 2. There was no significant difference in the perception of the Head Teachers, Master teachers and regular teachers on the functions and duties of Master Teachers concerning the following: a. Student Development b. Staff Development c. Curriculum Development d. Research and Evaluation e. Other Tasks 3. Development of competence was found to be the most motivating feature of MTS, which shows that the Master Teachers have strong concern for excellence. The Master Teachers were fully aware of the strong need for continuing education to maintain their stature in the educational system. 4. The Master Teacher Scheme was effective in encouraging excellent teachers to remain as classroom teachers as shown by 74% of the respondents who dignified commitment to teaching profession. Recommendations Based on the summary of findings and conclusions, the research offers the following recommendations: 1. That training on research and evaluation be conducted for the Master Teachers to develop their research skills. 2. That the tasks of Master Teachers be reviewed so as to give valid and reliable performance checklist that will discriminate the duties and functions of the different levels of Master Teachers. 3. That training on teaching competencies and leadership, scholarship grants, incentives, award and increase salary be provided by the DECS to improve the motivational feature of the Master Teacher Scheme. 4. That the MTS provides faster promotional scheme that will review the criteria in the selection process for the MTS by level from the department level to the school level be done by a special group of evaluators composed of: a. Dept. Level- Master Teacher, Head Teachers, Regular Teachers b. School Level- Master Teachers, Head Teachers and Principal c. District- Principal, Subject Area Supervisor d. Division- Promotion Board, Principals, Supervisor e. Regional- Supervisors, Chief of Secondary Education, Division Superintendent, Director. _u
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