Exploring filipino teachers’ professional workload

Ancho, Inero; Bongco, Roxanne T.

doi:10.37134/jrpptte.vol9.no2.2.2019

Cited by 11 publications

(6 citation statements)

References 5 publications

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“…Allotting time for training might entail a systems view of the administrative aspect of education including the job descriptions of teachers and how work is assigned and distributed. Previous studies had investigated issues with teacher workload and wellbeing in the Philippines (Ancho and Bongco, 2019; David et al , 2019; Magalong and Torreon, 2021; Robosa et al , 2021; Orlanda-Ventayen and Ventayen, 2022) as a necessary step in conducting teacher training to analyze the factors that might help or hinder maximizing the capacity-building opportunity.…”

Section: Discussionmentioning

confidence: 99%

A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines

Ignacio,

Gotangco Gonzales,

Lee-Chua

2023

IJDRBE

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Purpose A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning. Design/methodology/approach The study implemented e-learning modules using an ST approach versus a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study. Findings The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change. Research limitations/implications The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes. Originality/value This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively.

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Section: Discussionmentioning

confidence: 99%

A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines

Ignacio,

Gotangco Gonzales,

Lee-Chua

2023

IJDRBE

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“…This implies that when the teacher's assignment will be increased, their readiness to implement modular distance learning modality decreases. While it is wonderful that instructors face challenges with a positive attitude, it would be ideal to investigate ways of 'getting the work done' without jeopardizing teachers' physiological well-being, personal life, or professional self-concept (Ancho and Bongco, 2019). This also implies that when the teachers will be given more relevant trainings related to MDL, their readiness level increases.…”

Section: Relationship Of Profile Variables and Extent Of Readiness Of...mentioning

confidence: 99%

Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal

Saga¹,

Agua

2021

JRPPTTE

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The study investigated the extent of readiness, challenges met concerning instructional materials, teaching approaches and assessment, the relationship of readiness level and challenges met of the participants, contingency plan of the Modular Distance Learning (MDL)-related problems in the new normal. Frequency counts and percentage distribution were used in profiling while net agreement rating was used to measure readiness levels and challenges met by the participants in instructional materials, teaching approaches, and assessment. Relationships and/or associations between profile variables and teachers’ readiness level, the MDL challenges level were tested using Spearman Correlation and Chi-Square Test of Independence. The participants disagree with five indicators in challenges in instructional materials and four indicators in teaching approaches. Among all the profile variables, the number of students handled, and the number of trainings attended showed a relationship to the challenges met by the participants in instructional materials; gender is associated with the challenges in teaching approaches while the number of years in teaching and number of relevant trainings attended is related with the challenges in teaching approaches. Challenges in assessment is seen as strongly related to teachers’ readiness in implementing modular distance learning. Also, the challenges in instructional materials and teaching approach both moderately related to teacher’s readiness in modular distance learning.

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“…In order to retain KG teachers, kindergartens should recruit more KG teachers to allocate the heavy workload. If teachers with less workload the quality of teaching would increase (Ancho & Bongco, 2019). Moreover, welfare such as increasing salary and bonus could be offered to reward excellent KG teachers for encouragement and affective commitment (Liu & Onwuegbuzie, 2012).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Understand the Turnover Intention among Kindergarten Teachers in Chinese Mainland

2020

JRPPTTE

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In recent years, teachers in kindergarten from Chinese mainland face many new challenges after ECE promoting policy in 2010 by Chinses Ministry of Education. Therefore high-quality KG teachers with excellent job performance and long retention are necessary. However, due to the high workload and low salary the turnover intention among KG teachers in China is high. Once turnover happens, both direct cost and indirect cost would occur, which would bring negative influence on ECE quality. Due to the professional nature of KG teachers the replacement is hard therefore it is important to understand how to achieve retention of KG teachers. Therefore, workload and work-life conflict are identified as independent variables to predict the turnover intention among KG teachers in Chinese mainland mediated by job stress and moderated by family-supportive supervisor. At last, through data analysis by SmartPLS workload and work-life conflict are positively related to turnover intention among KG teachers in Chinese mainland mediated by job stress. However, family-supportive supervisor does not have a moderating effect on the relationship between workload, work-life conflict and job stress. This study gives new insights for understanding the factors that are related to turnover intention among KG teachers in Chinese mainland.

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Exploring filipino teachers’ professional workload

Cited by 11 publications

References 5 publications

A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines

A systems thinking approach to e-learning on climate change: capacity-building for junior high school teachers in the Philippines

Readiness levels and challenges of secondary mathematics teachers in implementing modular distance learning in the new normal

Understand the Turnover Intention among Kindergarten Teachers in Chinese Mainland

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