WORK-RELATED PROBLEMS AND PERFORMANCE LEVEL OF SENIOR HIGH SCHOOL TEACHERS
Received: 22nd September 2021; Revised: 16th February 2022, 20th February 2022, 05th March 2022; Accepted: 14th March 2022
DOI:
https://doi.org/10.20319/lijhls.2022.8.0122Keywords:
Work, Problem, Performance, Senior High School TeachersAbstract
This descriptive correlational study determined the impact of work-related problems on the performance level of the 81 teachers in the Senior High School Department of a Local Government Funded University. Results showed: a combination of teachers, experienced to less experienced, mostly holding MA units, experienced work-compensation-related problems as their major problem. However, there were no significant relationship between the impact of their work-related problems experienced and their performance level in terms of classroom management skills, communication skills, instructional skills, knowledge of the subject matter, methods of evaluation, and teacher’s characteristics. In addition, there were no significant differences in the performance level in terms of classroom management, communication skills, instructional skills, knowledge of the subject matter, methods of evaluation, and teacher’s characteristics when grouped according to the length of work experience and highest educational attainment.
References
Abdu-Raheem, B. O. (2016). Effects of instructional materials on secondary schools’ students’ academic achievement in Social Studies in Ekiti state, Nigeria. World Journal of Education, 6(1, 32-39). http://dx.doi.org/10.5430/wje.v6n1p32
Armstrong, M. (2006). A handbook of human resource management practice. (10 Edition) London. Kogan Page Publishing, p. 264.
Attakom, K., Tayut, T., Pisitthawat, K., and Kanokom, S. (2014), Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25. Thailand. Procedia – Social and Behavioral Sciences, 112, 1010-1013. https://doi.org/10.1016/j.sbspro.2014.01.1262
Beers, Jeffry Childs. (2012). Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience? Dissertations and Theses. Paper 809.
https://doi.org/10.15760/etd.809
Dunn, L., Morgan, C., O’Reilly, M., and Parry, S. (2004). The student assessment handbook. New York, Routledge Falmer. https://doi.org/10.4324/9780203416518
Emmer, E. T. & Sabornie, E. J. (Eds.) (2015). Handbook of classroom management (2nd ed.). New York: Routledge. https://doi.org/10.4324/9780203074114
Jonathan, H., Darroux, C., and Thibeti, M. (2013). Exploring the effect of job satisfaction and demographic factors on affective, normative and continuance commitment: empirical evidence of public secondary school teachers in Tanzania. Journal of Education and Practice, vol. 4, no. 23, pp. 85–96.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality, and student achievement.
Journal of Public Economics, 95(7), 798-812. http://dx.doi.org/10.1016/j.jpubeco.2010.11.009
Ksenia, S., Roland, P., Ertesvag, S. (2018). Teachers’ perceptions of their collective and individual
learning regarding classroom interaction. Educational Research Journal, 60:1-19. DOI - 10.1080/00131881.2018.1533790
Kyriacou, C. (2001). Teacher Stress: Directions for future research. Educational Review, Vol.53. No.1, pp.27–35. https://doi.org/10.1080/00131910120033628
Ladd, H. F., & Sorensen, L. C. (2015). Do Master’s, Degrees Matter? Advanced Degrees, Career Paths, and the Effectiveness of Teachers. Washington, DC: CALDER. Retrieved from https://files.eric.ed.gov/fulltext/ED587162.pdf
Lo, B.L. (2014). Stress, burnout, and resilience of teachers of students with emotional behavioral challenges. Springer plus, 3 (Suppl 1): O4. https://doi.org/10.1186/2193-1801-3-S1-O4
Narimawati, S.E. (2007). The influence of work satisfaction, organizational commitment, and turnover intention towards the performance of lecturers at West Java’s private higher education institution. Journal of Applied Science Research, vol. 3, no. 7, pp. 549–557.
Nyamubi, G.J. (2017). Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania. Education Research International, Volume 2017 (2017), Article ID 7282614, 7 pages. https://doi.org/10.1155/2017/7282614
Organ, D., & Bateman, F. (2010) Job Satisfaction and the Good Soldier: The Relation between Effect and Employee Citizenship. Academy of Management, Vol. 8, p.96 – 100.
Rosas, C., & West, M. (2009). Teachers’ beliefs about classroom management: Pre-service and in-service teachers’ beliefs about classroom management. International Journal of Applied Educational Studies, 5(1), 54–61.
Ruto, Z. J. (2013). The role of teacher characteristics and managerial support in implementation
of history and government curriculum in Wareng district, Kenya. International Journal of Management and Sustainability, 2(4), 86-96. https://doi.org/10.18488/journal.11/2013.2.4/11.4.86.96
Ruto, Z. J. & Ndaloh, A. M. (2013). The impact of secondary school teachers’ attitudes and
challenges on the teaching and learning of history and government in Wareng district, Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 4(2), 369-374.
Wong, H. K., & Wong, R. T. (2009). How to be an effective teacher: The first day of school (4th ed.). Mountain View, CA: Harry K. Wong Publications. Print ISBN-10: 0976423316, ISBN-13: 978-0976423317.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Ricardo Carreon Reyes III, Jennifer P. Reyes, Ma. Cecilia O. Martinez
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
All published work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
