Southeast Asian Journal of Multidisciplinary Studies

LIMITED FACE TO FACE READINESS OF TEACHERS: AN EXPLORATORY SEQUENTIAL DESIGN

Monalyn G. Saure, Esther Lyn T. Angeles — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study on the integrated findings of an exploratory sequential mixed methods research design evaluate face to face readiness scale for teachers. The exploratory sequential mixed methods design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative data collection analysis, with a final phase of integration or linking of data from the two separate strands of data. More specifically, it aimed to construct, develop limited face to face readiness scale for teachers. In the qualitative phase, there were ten teachers who participated in the in-depth interview and seven teachers participated in the focus group discussion. There were five themes that emerged from the interview that put emphasis on preparation, well-being, good aspect, importance and mechanism. A 42-item face to face readiness scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed five underlying design face to face readiness for teachers. A total of five themes on Face to Face Readiness Questionnaire was developed which are preparation with seventeen items; well-being with nine items; good aspect with seven items; importance with four items and mechanism with five items with a total of 42- item questionnaire.

PERSONALIZED TEACHING: A READING REMEDIATION STRATEGY

Neljane E. Suarnaba, Jaymie A. Rellon — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study aimed to unveil the lived experiences of teachers implementing personalized reading strategy. A qualitative design was utilized in this study to fourteen elementary teachers from Nuling Integrated School, Sultan Kudarat. These teachers were selected via purposive sampling who were subjected to Focus Group Discussion. A semi-structured questionnaire was validated and utilized in this study. The interview responses were audio-taped recorded with the consent from the participants. From the generated results, there were 6 emerging themes that described teachers’ challenges in implementing personalized teaching strategy namely, patience in the development of activities, time constraint, alignment to learners’ needs, types of materials and activities, progress monitoring result, and parent-pupil convergence. Meanwhile, teachers coping mechanisms in handling struggling readers were focused on the provision of varied strategies, knowing students learning needs, utilization of Marungko approach, provision of instructional materials, and use ICT and videos. Furthermore, the insights acquired by teachers were diagnosing learners’ needs and interests, preparation consumes more time, and modification of learning activities.

DIMENSIONS OF HAPPINESS AMONG PUBLIC SCHOOL TEACHERS: AN EXPLORATORY APPROACH

Gracielle Ann M. Magtubo, Mark Gennesis B. Dela Cerna — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study determined the dimensions of happiness among public-school teachers. Ten participants were invited for in-depth-interview (IDI) and 7 participants for focus group discussion (FGD). Two hundred (200) teachers as respondents used for exploratory factor analysis in the Municipality of M’lang, Cotabato. This study employed an exploratory sequential design. The data gathering tool contained formulated interview guide that asks questions about their thoughts on teacher happiness. The results revealed upon factor analysis that a teacher happiness has seven themes which include personal happiness, work and life balance, student achievement, self-control and self-resilience, commitment and enjoyment, provision and motivation and negative stimulus. Teacher Happiness Questionnaire with 93 items was developed. Reliability test revealed the results on teacher happiness the overall Cronbach’s Alpha value of .825 which interpreted as very high. It means that the validity of the instrument was very high and suitable for using the instrument as a tool. Results from the Exploratory Factor Analysis (EFA) revealed that there are 77 items of set of questionnaires that are suitable for factor loading. This means that these items are appropriate and pass the face validity for measuring tools in the study.

PATH ANALYSIS OF BEHAVIORAL INTENTION OT TECHNOLOGY ACCEPTANCE AMONG ELDER SCHOOL TEACHERS AS PREDICTED BY SOCIAL SUPPORT RESOURCES, PSYCHOLOGICAL CAPITAL AND CAREER COMMITMENT

Je-el L. Yano — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study aimed to empirically investigate the intention towards acceptance of technology further examining proposed models that have evolved from the technology acceptance model (TAM). The purpose of the study is to provide actual data on the acceptance of technology-based instructional materials. An adopted survey questionnaire was conducted to gather data from 300 elementary and secondary elder school teachers of the Department of Education—Schools Division Office of Cotabato, Magpet East and West Districts from the Municipality of Magpet, Cotabato. A structural equation model (SEM) with a multiple regression analysis was conducted to examine quantitative data. The results revealed that elder teachers have very high levels of behavioral intention to accept new technologies. Furthermore, they exhibit high levels of social support resources, psychological capital, and career commitment. A significant relationship was identified between behavioral intention and psychological capital and social support resources, but not significantly correlated with their career commitment. Findings further show that the intention to use technology-based instructional materials is directly and significantly predicted by social support resources, psychological capital, and career commitment. Additionally, the model fit variable showed that the model demonstrating the relationship between social support resources and career commitment, as well as its impact on psychological capital and behavioral intention to accept technological resources, was the best fit model of behavioral intention to accept technological resources. This model demonstrates the direct influence of social support resources and career commitment on elder teachers' intent to integrate technological learning resources. The results provide as a starting point for additional research and as a tool for problem-solving regarding elder teachers' intentions to integrate technology as a guide for effective decision in the design and development of training and techniques. Further, the results can also be used in the resource allocation procedure to guarantee the growth of elder teachers receiving technical support, hence enhancing educational preparation of numerous top pedagogical environment designers.

A PATH MODEL OF TEACHERS’ RESISTANCE TO CHANGE AS ESTIMATED BY RESPONSIBILITY, READINESS AND WORK-RELATED STRESS

Juvy Palomar — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study attempted to investigate the responsibility, readiness, work-related stress and resistance to change of elementary and secondary public-school teachers. Four hundred teachers from M’lang Central district, Cotabato participated during the conduct of this study for the S.Y. 2021 – 2022. This study employed a path analysis method using quantitative approach. The data gathering tool contained an adopted questionnaire coming from the different authors. Mean, standard deviation, Pearson product moment correlation, multiple regression analysis and structural equation modeling were used in statistical tool. Based on the findings of the study, readiness was described as very high. Meanwhile, the responsibility, work-related stress and resistance to change were described as high. The results also revealed that there is a significant relationship between responsibility, readiness, work-related stress and teachers’ resistance to change. Responsibility and work-related stress have significantly predicted the teachers’ resistance to change compared to readiness. Hypothesized model 5 have successfully met the criteria set by each index. This means that the model fits well with the data which can best explain the resistance to change of teachers.

MODELLING ACCOUNTANCY STUDENTS’ PREFERENCES FOR A REVIEW CENTER: A CONJOINT ANALYSIS

Czar Ryan Ubungen, John Vianne Murcia — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study was conducted to determine the preferences of accountancy students for a CPA review center. The study also determined the relative importance of the CPA review center attributes (affordability, conduciveness, reviewers, and track record) in contributing to the total utility of a review center, recognized individual and aggregate models of accountancy students’ preference, and evaluated the most and least preferred combinations of accountancy students’ preference. Conjoint analysis on the responses from 150 graduating Accountancy students revealed that both conduciveness and track record are the most preferred attribute while affordability is the least preferred attribute. On the aggregate level the preferred design model is priced above Php 10,000.00, with less than 50 reviewees in a room, gets reviewers who are book authors, board placers, and with at least 15 years’ reviewer experience, and is reputable for being able to produce board topnotchers/placers.

MEDIATING EFFECT OF ORGANIZATIONAL CULTURE ON THE RELATIONSHIP BETWEEN AFFECTIVE COMMITMENT AND TURNOVER INTENTION OF TEACHERS

Edlyn U. Baa, Mark Gennesis B. Dela Cerna — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

The objective of this study was to explicate how organizational culture mediates the relationship between affective commitment and turnover intention based on the findings. The convergent mixed-methods design was utilized in this study which had chosen 85 private school teachers in Davao City with teaching experiences from the academe for at least 3 years as respondents, 7 participants for an in-depth interview, and 7 participants for focus group discussion. The quantitative results highlight the mediating effect of organizational culture on the relationship between affective commitment and turnover intention. The results also indicate that affective commitment level of teachers is high. Meanwhile, the qualitative findings showed that there were four themes that came up in the analysis of data such as: (1) commitment and loyalty; (2) workload and challenges; (3) satisfaction and rewards; and (4) work environment and organizational culture. In addition, the qualitative findings support this by emphasizing the importance of a positive work environment and organizational culture. Participants described their work environment as conducive to teaching and learning, and they appreciate opportunities for training, development, and adequate resources. The quantitative results were positively confirmed through the qualitative findings in the focus group discussions and in-depth interviews.

PROBING EMPLOYEES’ ISSUES ON SALARY SCHEME POLICY: EXPLORATORY APPROACH

Merdy Grace P. Silvestre, Maria Regina E. Carlos — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study on the integrated findings of an exploratory sequential mixed methods research design probe employees’ issues on salary scheme policy. The exploratory sequential mixed methods design is characterized by an initial qualitative phase of data collection and analysis, followed by a phase of quantitative data collection analysis, with a final phase of integration or linking of data from the two separate strands of data. More specifically, it aimed to construct, develop and probe issues on salary scheme policy scale as viewed by the teachers. In the qualitative phase, there were ten teachers who participated in the in-depth interview and seven teachers participated in the focus group discussion. There were four themes that emerged from the interview that put emphasis on financial literacy, salaries and wages, impact and issues. A 38-item salary scheme policy scale was also constructed based from the results of the interview, which was subjected to the quantitative phase. In the quantitative phase, 200 questionnaire responses were analyzed for exploratory factor analysis (EFA). Results showed three underlying teachers issues on salary scheme policy. A total of three themes on Salary Scheme Policy Questionnaire was developed which are financial literacy with a ten items; salaries and wages with six items; and impact with four items with a total of 20- item questionnaire.

INNOVATIVE WORK BEHAVIOR AND ORGANIZATIONAL LEARNING AS PREDICTORS OF WORK ENGAGEMENT OF NON-TEACHING PERSONNEL IN THE PRIVATE SCHOOLS: A CONVERGENT METHOD

Irenelle O. Dajero, Victor G. Quiambao Jr. — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study aimed to examine the work engagement of private school non-teaching personnel as predicted by innovative work behavior and organizational learning. The respondents of this study are the 150 non-teaching personnel of Private Schools in Region XI. A convergent parallel strategy was employed using an adopted survey questionnaire. The mean, standard deviation, Pearson r-moment correlation and Linear Regression Analysis were used as statistical tools. Qualitative data collected from in-depth interviews and focus groups was subjected to thematic analysis. Result indicated that on the level of innovative work behavior in the terms of idea generation and idea promotion was found to be very often evident while idea realization has the lowest mean. The level of organizational learning evidently revealed very often with strategic leadership having the highest value. The level of work engagement, vigor, dedication, as well as absorption described a very high value. The relationship between variables reflects the correlation between innovative work behavior and organizational learning to work engagement. The results show that among the independent variables, it is only the organizational learning significantly predict work engagement (p<.05). In the qualitative phase of the study, three essential themes emerged from the statements of the participants namely: job responsibilities and engagement; motivation and commitment; and feedback and recognition. On the other hand, work engagement can be attributed to the personnel organizational learning. Furthermore, organizational learning has a significant relationship, and with direct effect on work engagement.

PATH ANALYSIS OF SENIOR TEACHERS’ ICT ADOPTION IN TEACHING AS INFLUENCED BY THEIR ICT SKILLS, PERCEPTION AND MOTIVATION

Shelly Ann N. Ybañez, Gemma N. Kintanar — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study was conducted to find out the interrelationships of the factors such as ICT skills, perception, and motivation and their influence on senior teachers’ ICT adoption in teaching. This study included 402 senior teachers from the locality of Lebak and Kalamansig, province of Sultan Kudarat for the S.Y. 2022 – 2023. This study employed a path analysis method using quantitative approach. The data gathering tool contained an adapted questionnaire coming from the different authors. Mean, standard deviation, Pearson product moment correlation, multiple regression analysis and structural equation modeling were used in statistical tool. The result of the study showed that the level of senior teachers’ ICT adoption in teaching, ICT skills, perception, and motivation are high. Furthermore, the three independent variables (ICT skills, perception, and motivation) had a positive significant relationship with the dependent variable (ICT adoption in teaching). Moreover, the three independent variables were significant predictors of the dependent variable which implies that ICT skills, perception, and motivation is significant for senior teachers to alleviate their integration of ICT in teaching. The best fit model is hypothesized model 5. The model shows that ICT skills is a factor that explains the relationship of perception and motivation on senior teachers’ ICT adoption in teaching.

ACADEMIC CHALLENGES OF INDIGENOUS PEOPLES: A QUALITATIVE STUDY

Marissa E. Casas, Victor G. Quiambao Jr. — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study is aimed to assess the academic challenges of Indigenous Peoples in Arakan, Cotabato. According to research, indigenous peoples face academic challenges that have an impact on their educational outcomes. This study investigates the experiences of indigenous peoples, determines their academic challenges and analyzes the solutions they use to deal with these issues. This study used a qualitative narrative research approach, and the findings were gathered through an in-depth interview with ten (10) indigenous people and focus group discussion of seven (7) participants who were all purposefully sampled. The interview data was analyzed using thematic analysis. The themes that emerged in the academic challenges of indigenous peoples are poverty, discrimination, and parental influence. In dealing with their academic challenges, the themes, personal motivation and academic aspirations emerged. The findings indicate that academic challenges are experienced by indigenous peoples in Arakan, and that these issues have affected their education. On this basis, it is recommended that intervention programs be established to address these issues. More research is needed to better understand the underlying connections of these academic challenges and how they influence one another. It is also recommended that in delving into these topics, a more sophisticated research approach with a larger research sample be used.

MODERATING EFFECT OF SYSTEMATIC CLASSROOM OBSERVATION ON THE RELATIONSHIP BETWEEN THE BEHAVIORAL COMPETENCIES AND PERFORMANCE OF TEACHERS: A CONVERGENT DESIGN

Angie L. Auman, Cynthia S. Asuncion — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This convergent mixed study examined the moderating effect of systematic classroom observation on the relationship between the behavioral competencies and performance of teachers perceived by elementary teachers of Tulunan, Cotabato. The researcher conducted convergence of quantitative and qualitative data hoping to help teachers, school principals and future researchers to address some gaps about systematic classroom observation. This study was participated by 200 teachers, evaluating classroom observation examining its influence on the teachers’ teaching performance and behavioral competencies measured using adapted survey questionnaire and in-depth interview. Results revealed that systematic classroom observation has significant relationship and significant influence on both teaching performance and behavioral competencies among elementary school teachers. Additionally, it revealed that the behavioral competencies and systematic classroom observation significantly predicts the teaching performance among elementary school teachers. Moreover, study widened the idea on the perceived impact of systematic classroom observation to the performance of elementary teachers with emerging themes in the structured theme are improvement of planning and teaching skills; assessing content knowledge; and develop teaching strategies. Additionally, the perceived challenges of elementary teachers in the systematic classroom observation revealed emerging themes in the structured theme are learners’ behavior; class size; classroom management and cause of stress. Furthermore, perceived help of the systematic classroom observation to the behavioral competencies of elementary teachers revealed emerging themes such as guide for improvement; evaluation and assessment; ability to accept constructive criticism; advocate professional growth; and receives technical assistance. Lastly, this study revealed that the significant relationship of systematic classroom observation to both teaching performance and behavioral competencies converge with the emerging themes of its impact to both teaching performance and behavioral competencies. This study recommends investigating other external components such as individual and family variables are explored to get a clearer picture on other factors that will have any impact on teachers’ performance and behavioral competencies which in turn are determinants of behavioral issues that happen within the organization.

A PATH ANALYSIS OF QUALITY OF WORK LIFE AS ESTIMATED BY LEADERSHIP BEHAVIOR, JOB SATISFACTION AND ORGANIZATIONAL CLIMATE OF TEACHERS

Feralyn V. Estrellado, Gretchen B Chavez — Fri, 11 Aug 2023 00:00:00 +0000

This study determined the best fit model of quality of work life among teachers in Cluster 13 Division of Davao City. The descriptive-correlational design was utilized in this study. Data were gathered through survey questionnaires and there were 150 teachers who were selected using purposive sampling. Mean was employed in analyzing the levels of job satisfaction, leadership behavior, organizational climate, and quality of work life. Pearson-product moment correlation was used to analyze the relationships that exist among the variables. A Multiple Regression Analysis was used to measure the influence of job satisfaction, leadership behavior, and organizational climate on quality of work life. Furthermore, path analysis with structural equation modeling was utilized to find the best-fit model of quality of work life. The results showed that the teachers have high levels of leadership behavior, organizational climate, and quality of work life, while the level of teachers’ job satisfaction was moderate. Moreover, only the leadership behavior and organizational climate significantly predict teachers’ quality of work life while job satisfaction does not significantly predict the quality of work life. Furthermore, the best-fit model of quality of work life was Hypothesized Model 5 which passed all the goodness of fit indices.

MEDIATING ROLE OF COPING STRATEGIES ON THE RELATIONSHIP BETWEEN PSYCHOLOGICAL CAPITAL AND WELL-BEING OF TEACHERS IN PRIVATE SCHOOLS: A CONVERGENT DESIGN

Joannie B. Largo, Felix C. Chavez Jr. — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This study employed mixed methods research specifically convergent design to determine the mediating role of coping strategies and psychological capital on the well-being of teachers. The data were gathered from selected private school institutions educators in Davao City, Philippines. Sets of validated adapted survey tools with a five–point Likert scale and interview guide were used to gather data. The statistical tools used to treat the quantitative data were mean and multiple regression analysis, while in the qualitative phase, thematic analysis was employed. In the quantitative phase, results showed that the level of psychological capital and coping strategies were rated high while well-being was rated as moderate. The results reveal that coping strategies significantly mediate the relationship between coping strategies on the relationship between psychological capital and well-being of teachers (z=2.03, p<.05). Further, the findings indicate that coping strategies play a significant role in mediating the connection between psychological capital and the well-being of teachers (z=2.03, p<.05). Additionally, when the coping strategies were included in the model, the impact of psychological capital decreased from a beta value of .300 to .204. This suggests partial mediation, indicating that coping strategies partially account for the influence of psychological capital on teachers' well-being. In terms of lived experiences of participants as regards well-being, three themes emerged which included coping with stress and busy schedules, balancing personal and professional, and teacher’s work and contribution to the institution. Finally, the nature of data integration revealed merging – converging.

A SYSTEMATIC REVIEW AND META-ANALYSIS ON THE ASSOCIATION BETWEEN REMOTE WORK ARRANGEMENTS AND JOB SATISFACTION OF EMPLOYEES IN PRIVATE FIRMS

Felix Chavez Jr., John Vianne Murcia — Fri, 11 Aug 2023 00:00:00 +0000

ABSTRACT

This systematic review and meta-analysis examined the association between remote work arrangements and job satisfaction of employees in private firms. The papers were initially identified from Google Scholar and research databases. After applying inclusion and exclusion criteria, four cross-sectional studies were included in the analysis, involving a total of 696 respondents. The findings revealed a significant and positive relationship between remote work arrangements and job satisfaction (r = 0.204, 95% CI: 0.128-0.277). The heterogeneity test indicated acceptable variability in effect sizes, suggesting similarity in research design and characteristics of the included studies. The funnel plot and Egger's test provided no evidence of publication bias. The Begg and Mazumdar Rank Correlation Test also indicated no indication of selective reporting or publication bias. Furthermore, remote work arrangements were found to have a positive impact on job satisfaction. The extent and type of remote work, as well as job attributes and moderating factors, were identified as important considerations in this relationship. These findings enhance our understanding on how remote work arrangements contribute to employee satisfaction and carry significance for the development of organizational policies and practices.