Attitudes towards inclusive education, stress level and teaching performance of teachers in selected public elementary schools in the city schools di /
Levita, Jasmin Malabanan
Attitudes towards inclusive education, stress level and teaching performance of teachers in selected public elementary schools in the city schools di / by Jasmin Malabanan Levita. - Indang, Cavite : Cavite State University- Main Campus, 2017. - xii, 114 pages : illustrations ; 28 cm.
Thesis (Master of Arts in Education - Major in Educational Management) Cavite State University
Includes bibliographical references.
Graduate Studies Open Learning College (GSOLC)w Graduate Studies Open Learning College (GSOLC)w
LEVITA, JASMINN M. Attitudes Towards Inclusive Education, Stress Level and Teaching Performance of Teachers in Selected Public Elementary Schools in the City Schools Division of Dasmarinas. Master's Thesis. Master of Arts in Education major in Educational Management. Cavite State University, Indang, Cavite May 2017 Adviser: Prof. Jason R. Maniacop.
A total of 300 teachers from 6 inclusive schools at the City Schools Division of Dasmarinas scomposed the participants of this study.
The study made use of descriptive-correlational method of research. A questionnaire adopted from the scale developed by W. Jackson (2002) and Pastor (2013) were used as the principal instrument. Likewise, Competence Based Performance Appraisal System for Teachers (CB-PAST) was used by the researcher in the study. The participants were the 300 receiving elementary teachers from the City Schools Division of Dasmarinas
The study showed that majority of the participants were young, female, five years and below in service, bachelor's degree holders, with teacher I position and had no relevant trainings in Special Education.
The teachers' attitudes towards inclusive education, in terms of mainstreaming and integration, the levels of attitude of the participants were "High Attitude". The result may be attributed to the idea that the receiving teachers in the six inclusive schools practicing inclusive education were all open and in adherence of including of pupils with disabilities into the regular class settings which appears to better prepare them for a more inclusive environment. Bearing these views in mind, it would appear prudent for a mandatory segment on teaching within inclusive settings.
They were also in the process of increasing the participation of children with special needs in the educational and social processes of regular school life have been implemented.
The teachers' stress level as influenced by work related stressors; family stressors; personal stressors revealed "Stressful". On the other hand, teachers viewed social stressors as "Less Stressful" Overall, result implies that the participants were 'Stressed", considering the different responsibilities and functions teachers faced with, conflict and other factors adds up to the stress they already have.
On teaching performance, it shows that in terms of dealing with the diversity of learners, considering the learning environment, and community linkages, teachers had a "Very Satisfactory" performance.
Teachers' attitude towards inclusive education in terms of mainstreaming and integration had a significant relationship on the teachers' stress level as influence by work-related, family, personal and social stressors.
Teachers' attitude towards inclusive education in terms of mainstreaming and integration was significantly related to the teachers' teaching performance using CBPAST
No significant relationship was found to teachers' stress level and teachers' teaching performance. Results implied that though teaching career was considered as a stressful job, teachers make sure to show the best of their teaching performance.
Educational psychology
Attitude (Psychology)
370.15 / L57 2017
Attitudes towards inclusive education, stress level and teaching performance of teachers in selected public elementary schools in the city schools di / by Jasmin Malabanan Levita. - Indang, Cavite : Cavite State University- Main Campus, 2017. - xii, 114 pages : illustrations ; 28 cm.
Thesis (Master of Arts in Education - Major in Educational Management) Cavite State University
Includes bibliographical references.
Graduate Studies Open Learning College (GSOLC)w Graduate Studies Open Learning College (GSOLC)w
LEVITA, JASMINN M. Attitudes Towards Inclusive Education, Stress Level and Teaching Performance of Teachers in Selected Public Elementary Schools in the City Schools Division of Dasmarinas. Master's Thesis. Master of Arts in Education major in Educational Management. Cavite State University, Indang, Cavite May 2017 Adviser: Prof. Jason R. Maniacop.
A total of 300 teachers from 6 inclusive schools at the City Schools Division of Dasmarinas scomposed the participants of this study.
The study made use of descriptive-correlational method of research. A questionnaire adopted from the scale developed by W. Jackson (2002) and Pastor (2013) were used as the principal instrument. Likewise, Competence Based Performance Appraisal System for Teachers (CB-PAST) was used by the researcher in the study. The participants were the 300 receiving elementary teachers from the City Schools Division of Dasmarinas
The study showed that majority of the participants were young, female, five years and below in service, bachelor's degree holders, with teacher I position and had no relevant trainings in Special Education.
The teachers' attitudes towards inclusive education, in terms of mainstreaming and integration, the levels of attitude of the participants were "High Attitude". The result may be attributed to the idea that the receiving teachers in the six inclusive schools practicing inclusive education were all open and in adherence of including of pupils with disabilities into the regular class settings which appears to better prepare them for a more inclusive environment. Bearing these views in mind, it would appear prudent for a mandatory segment on teaching within inclusive settings.
They were also in the process of increasing the participation of children with special needs in the educational and social processes of regular school life have been implemented.
The teachers' stress level as influenced by work related stressors; family stressors; personal stressors revealed "Stressful". On the other hand, teachers viewed social stressors as "Less Stressful" Overall, result implies that the participants were 'Stressed", considering the different responsibilities and functions teachers faced with, conflict and other factors adds up to the stress they already have.
On teaching performance, it shows that in terms of dealing with the diversity of learners, considering the learning environment, and community linkages, teachers had a "Very Satisfactory" performance.
Teachers' attitude towards inclusive education in terms of mainstreaming and integration had a significant relationship on the teachers' stress level as influence by work-related, family, personal and social stressors.
Teachers' attitude towards inclusive education in terms of mainstreaming and integration was significantly related to the teachers' teaching performance using CBPAST
No significant relationship was found to teachers' stress level and teachers' teaching performance. Results implied that though teaching career was considered as a stressful job, teachers make sure to show the best of their teaching performance.
Educational psychology
Attitude (Psychology)
370.15 / L57 2017