000 04305nam a2200289 a 4500
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008 070425s19uu xx 00 eng d
040 _cCvSU Main Campus Library
041 0 _aeng
082 0 4 _a370.76
_bEs8 1983
100 0 _aEsteban, Vivencio C.
_eauthor
_943455
245 1 0 _aTeachers reactions toward population education in public secondary schools /
_cby Vivencio C. Esteban
260 0 _aLos Baños, Laguna :
_c1983.
_bCavite State University- Main Campus,
300 _a250 pages :
_billustrations ;
_c28 cm.
336 _2rdacontent
_atext
337 _2rdamedia
_aunmediated
338 _2rdacarrier
_avolume
500 _aThesis (Ph.D. - - Development Communication) University of the Philippines, College, Laguna.
504 _aIncludes bibliographical references.
520 3 _aESTEBAN, VIVENCIO CALDERON, University of the Philippines at Los Bafios, March, 1983. Teachers' Reactions Toward Population Education in Public Secondary Schools, Major Professor: Dr. Ely D. Gomez The study tried to determine the relationship of some selected communication-related variables which influenced the teachers' reactions toward population education in public secondary schools. It involved three hundred public secondary school teachers coming from twelve public secondary schools in the province of Nueva Ecija. Data showed that three-fifths (60.33%) of the respondents accepted the population education in public secondary schools, while the rest (39.67%) rejected it. Statistical analysis with the use of the chi-square (X2) test revealed that the following communication-related variables appeared to have a highly significant relationship with the respondents! reactions to the new educational program: (1) sex, (2) civil status, (3) number of brothers/sisters of the unmarried, (4) availability of teaching aids, books and references, (5) mass media exposure, (6) number of in-service training attended, (7) self-rated teaching ability, (8) self-rated ability to enrich instruction, (9) frequency of communication with the principal about discipline problems, and about problems of teaching the subject; and (10) frequency of being asked for opinions by the principal. The communication-related variables which had only significant relationship with teachers! reactions were: (1) age, (2) religion, (3) frequency of contact with personal sources of information, (4) satisfaction with teaching environment, and (5) self-rated ability to teach, The teacher-acceptors were generally males, and married. If unmarried, they belonged to big families with at least five brothers/sisters. The teacher-acceptors agreed that PEP teaching aids, books and references were available, They were older teachers, and non-Catholics. They had a high level of contact with personal sources of information, high media exposure, and a high level of PEP in-service training. They had outstanding teaching ability, had outstanding ability to enrich instruction. They had more frequent talks with the principal about discipline and problems of teaching. Their opinions were usually asked by the principal. They were satisfied with their teaching environment, and self-rated their ability to teach as outstanding. On the other hand, the teacher-rejectors were generally female and single. If unmarried, they were the only child in the family, they disagreed that PEP books and teaching aids were available. They were younger, Catholic, had low media exposure, low level of PEP in-service training, and low level of contact with personal sources of information. They rated their own teaching ability as below average together with their ability to enrich instruction. They talked less frequently with the principal about discipline and problems of teaching. Their opinions were not asked by their principal, and they were dissatisfied with their teaching environment,
541 _cSubmitted to the University Library
_d01/07/1994
_eT-1494
650 0 _aPopulation education
_932476
690 _91418
_aDoctor of Philosophy
_xDevelopment Communication
856 _p80
_yClick here to view thesis abstract and table of contents
_uhttp://library.cvsu.edu.ph/cgi-bin/koha/opac-retrieve-file.pl?id=ee125aa8d95f5dcaa943811a3381efe6
942 _2ddc
_cMAN
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