Modes adaptation, teaching strategies and perceived teaching efficacy of public and private high school teachers in the 7th District of Cavite under K-12 program / by Erwin D. Francia, Marian Celinne M. Nepumoceno and Ma. Angia J. Vito.

By: Contributor(s): Material type: TextTextLanguage: English Publication details: Indang, Cavite : 2015. Cavite State University- Main Campus,Description: xv, 185 pages : illustrations ; 28 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): DDC classification:
  • 371.33  F84 2015
Online resources: Production credits:
  • College of Arts and Science (CAS)
Abstract: FRANCIA, ERWIN D., NEPOMUCENO, MARIAN CELINNE M., VITO, MA. ANGIA J. Modes of Adaptation, Teaching Strategies and Perceived Teaching Efficacy of Public and Private High School Teachers in 7" District of Cavite under the K — 12 Program. Undergraduate Thesis. Bachelor of Science in Psychology. Cavite State University, Indang. April 2015. Thesis Adviser: Mrs. Armi Grace B. Desingaifio, MAEd. This study was conducted to determine the modes of adaptation, teaching strategies and perceived teaching efficacy of public and private high school teachers in 7 district of Cavite under the K — 12 Program. Specifically, it aimed to: (1) determine the modes of adaptation of public and private high school teachers in terms of physiologic mode, self-concept mode, role function mode and interdependence mode; (2) identify the teaching strategies of public and private high school teachers in terms of learner-centered approach, teacher-directed approach and mixed method approach ; (3) recognize the perceived level of teaching efficacy of public and private high school teachers in terms of student engagement, instructional strategies and classroom management; (4) realize the significant difference between teachers in public high school and private high school in terms of their modes of adaptation, teaching strategies and perceived teaching efficacy; and (5) determine the significant relationship between teachers’ modes of adaptation and teaching strategies, and teaching strategies and perceived teaching efficacy. Descriptive-comparative correlational research design was used in the study. There are 161 randomly selected high school teachers, 83 in public schools and 78 in private schools, who participated in the research. The statistical treatment employed was descriptive statistics: mean frequency, percentage and standard deviation, Mann-Whitney-Wilcoxon Test, Spearman’s Rank Coefficient Correlation and Chi-square Test. Teachers in public and private schools both have an overall interpretation of good adaptation modes under the K-12 curriculum program, in terms of physiologic, self-concept, role function and interdependence mode. The results clearly reveal that the participants in the public and private high schools category are able to adapt fairly. The respondents also both showed same teaching strategies, which is Teacher- Student Centered approach. The results indicate that both public and private high school teachers apply both approaches, teacher directed and learner centered. This implies that under the new curriculum program of K to 12, teachers have to adopt new instructional Strategies to support their own teaching style and commit to the requirement of the new curriculum. The results showed that there is a significant difference between teachers in public and private schools in terms of their modes of adaptation. The null hypothesis was rejected in modes of adaptation. There is also no significant relationship between teachers in public and private schools in terms of their modes of adaptation and teaching strategies; teaching strategies and perceived teaching efficacy.
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Theses / Manuscripts Theses / Manuscripts Ladislao N. Diwa Memorial Library Theses Section Non-fiction 371.33 F84 2015 (Browse shelf(Opens below)) Link to resource Room use only T-6455 00010253

Thesis (BS Psychology) Cavite State University

Includes bibliographical references.

College of Arts and Science (CAS)

FRANCIA, ERWIN D., NEPOMUCENO, MARIAN CELINNE M., VITO, MA. ANGIA J. Modes of Adaptation, Teaching Strategies and Perceived Teaching Efficacy of Public and Private High School Teachers in 7" District of Cavite under the K — 12 Program. Undergraduate Thesis. Bachelor of Science in Psychology. Cavite State University, Indang. April 2015. Thesis Adviser: Mrs. Armi Grace B. Desingaifio, MAEd.

This study was conducted to determine the modes of adaptation, teaching strategies and perceived teaching efficacy of public and private high school teachers in 7 district of Cavite under the K — 12 Program.

Specifically, it aimed to: (1) determine the modes of adaptation of public and private high school teachers in terms of physiologic mode, self-concept mode, role function mode and interdependence mode; (2) identify the teaching strategies of public and private high school teachers in terms of learner-centered approach, teacher-directed
approach and mixed method approach ; (3) recognize the perceived level of teaching efficacy of public and private high school teachers in terms of student engagement, instructional strategies and classroom management; (4) realize the significant difference between teachers in public high school and private high school in terms of their modes of adaptation, teaching strategies and perceived teaching efficacy; and (5) determine the significant relationship between teachers’ modes of adaptation and teaching strategies, and teaching strategies and perceived teaching efficacy.

Descriptive-comparative correlational research design was used in the study. There are 161 randomly selected high school teachers, 83 in public schools and 78 in private schools, who participated in the research. The statistical treatment employed was descriptive statistics: mean frequency, percentage and standard deviation, Mann-Whitney-Wilcoxon Test, Spearman’s Rank Coefficient Correlation and Chi-square Test. Teachers in public and private schools both have an overall interpretation of good adaptation modes under the K-12 curriculum program, in terms of physiologic, self-concept, role function and interdependence mode. The results clearly reveal that the participants in the public and private high schools category are able to adapt fairly.

The respondents also both showed same teaching strategies, which is Teacher- Student Centered approach. The results indicate that both public and private high school teachers apply both approaches, teacher directed and learner centered. This implies that under the new curriculum program of K to 12, teachers have to adopt new instructional Strategies to support their own teaching style and commit to the requirement of the new curriculum.

The results showed that there is a significant difference between teachers in public and private schools in terms of their modes of adaptation. The null hypothesis was
rejected in modes of adaptation. There is also no significant relationship between teachers in public and private schools in terms of their modes of adaptation and teaching strategies; teaching strategies and perceived teaching efficacy.

Submitted copy to the University Library. 02/14/2017 T-6455

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