Problems Affecting the Self-Management of Teachers’ Performance
Keywords:
Self-management, Teachers’ Performance, Work Load, Extra Given ActivitiesAbstract
Self–management is the ability of an individual to regulate his/her emotions and resulting behaviors in ways that society considers acceptable. This includes how the individual copes with unmet wants or needs, perseveres when faced with obstacles, and sets goals. With such claims, the present study has been conceived. Specifically, it focuses on the possible problems affecting the self-management of teachers’ performance. To achieve the purpose of the study, purposive convenience samples of nine elementary teachers has been done and they were asked to respond to the Self-Management Plan (SMP), Center for Clinical Intervention Interview Guide. The researcher recorded a video, took down notes, listened, and asked questions. Narrative interview texts have been analyzed to identify the informants’ points of view. Once the data were collected, the next step was to label the information, then organized into logical categories that summarized and revealed that they had difficulty in managing their work load, worried a lot when unable to focus on teaching, pupils’ attitude toward schooling and other extra given activities to be accomplished.
Downloads
References
Aguba, J. (2009). A Vision of Excellence through Effective Classroom Management. Retrieved from http:// akoayisangguro.blogspot.com/2009/03/vision-of-excellence-through-effective.html.
Bandy, T. & Moore, K. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners.
Retrieved from http://www.childtrends.org/Files/Child_Trends-2010_10_05_RB_AssesSelfReg.pdf.
Borjal,W.G., Marasigan, M.G., Orosa, A.A. (2012). Responsibility and Accountability of a Filipino Teacher. Retrieved from http://www.slideshare.net/marcomed/module-3-responsibility-and-accountability-of-a-filipino-teacher.
Center for Clinical Intervention (2007). Module 12: Self-Management. Retrieved from: http://www.cci.health.wa.gov.
au/docs/SHY-12-Self%20Management.pdf. and http://casel.org/why-it-matters/what-is-sel/.
Cheung,W.M. & Cheng, Y.C. (1997). Self-Management: Implications for Teacher Training. Retrieved from: http:// www.emeraldinsight.com/doi/abs/10.1108/09684879710188167.
Creswell, J. W. (2003). Research design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd Ed.). Thousand Oaks, CA: Sage.
Cunningham, B. (2010). Burden of Teachers Too Heavy. Retrieved from http://www.kentucky.
com/2010/10/04/1463278/bueden-on-teachers-too-heavy.html.
Durban, J. M. &Alontaga, J. V. (2013) A self – assessment of the professional stress among elementary school teachers. European Social Sciences Research Journal, 1(1), 19-28.
Dizon, R.Y. (2016). Nursing and Pregnant teachers and their teaching performance: A basis for gender and development advocacy program. Master’s Thesis: Pampanga State Agricultural University.Pampanga Philippines
Ebmeier,H. (2006).The Meaning of Educational change. New York: Teachers College Press.
Elias,M.J., (2012, May).Retrieved from https://www.edutopia.org/blog/teacher-burnout-warning-signs-maurice-elias. Freiberg, H..J. (2002). Essential Skills for New Teachers. Retrieved from http://www.ascd.org/publications/
educational-leadership/mar02/vol59/num06/Essential-Skills-for-New-Teachers.aspx.
Gacelo, E.P. (2012). Principles of Teaching 1. Quezon City: C & E Publishing, Inc.
Garcia, J.M. (2013) The Teaching performance of the Physical Education Teachers in Public Secondary Schools.
Master’s Thesis: Pampanga Agricultural College.
Gay, L.R., Airasian,P.W. (2000). Educational Research: Competencies for analysis and application.
Retrieved from https://books.google.com.ph/books/about/Educational_research_competencies_for_
an.html?id=0TB01QdR2RIC&hl=fil.
Holloway,I., Wheeler, S. (2002). Qualitative Research in Nursing (2nd ed). Kumar,I.A., Wani,Z.A., Parrey,A.A. (2013). Occupational Stress Among Male and Female Elementary School Teachers of District Pulwana. International Journal of Scientific & Engineering Research, 4(4), 934. Oxford: Blackwell
Mak, A.S. & Kennedy, M. (2012). Internationalizing the Student Experience: Preparing Instructors to Embed Higher Education. doi: 10.1007/s10755-012-9213-4.
Malik, N.H. etal. (2003). Identification of University teachers competencies as perceived by the students. International Journal of Agriculture & Biology. Retrieved from http:// www.ijab/past-issues/IJABVOL_5_NO4/33.pdf.
Manabat, I.M. (2016). Teachers’ Attitude and Efficiency on the Learner Information System. Master’s Thesis: Pampanga State Agricultural University.Pampanga, Philippines
Manaf, Z.A., (1996). General Problems Experienced by Elementary Classroom Teachers. Faculty of Education Universiti Malaya. Penerbit Universiti Pertanian Kuala Lumpur Malaysia.
Manzano, R. (2003). 3 Simple and Interesting Classroom Management Tools to Try Out in your Classroom. Retrieved from http://thefilipinoteacher.com/tag/classroom-management-techniques/.
Moilanen, K. L. (2007). The Adolescent Self-Regulatory Inventory: The development and validation of a questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36, 835-848.
Morris,J., and Scherman,J. (2008). Generalizability of an Organizational Commitment Model. Academy of Management Journal, 24(3), 512.
National Research Council. (2002). Community Programs to Promote Youth Development.Retrieved from 2002.
http://www.nap.edu/catalog/10022.html.
Ngayawon, C. (2004) Situational School Management, The Philippine Journal of Education February 2004 issue, Vol. LXXXII No. 9, p. 394, 175 Alfonzo XIII San Juan, Metro Manila, Philippines.
Olenyxa (2014). Self-Management. Retrieved from http://www.slideshare.net/olenyxa/sel-40313340. Opdenakker, R. (2006, August). Advantages and Disadvantages of Four Interview Techniques in Qualitative Research.
Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0604118.
Paris, S.G. (2004). The Role Of Self-Regulated Learning In Contextual Teaching: Principles And Practices For Teacher Preparation. Retrieved from http://www.ciera.org/library/archive/2001-04/0104parwin.htm.
Rosali,F.J. (2014,December 6). Toms River Assistance and Assistance of Service Teachers: A Mentoring Handbook for the Novice Teachers and Mentor Teachers. Retrieved from www.trschools.com/staffresources/doc/mentor.
Salami, S. (2006). Commitment and motivation in Primary School Teachers, Educational Review, 33(3), pp. 181-190. Salandan, G.G. (2007). Elements of good teaching. Manila: Lorimar Publishing, Inc.
Salandanan, G.G. (2012). Teaching and the Teacher. Revised Edition. Quezon City: Lorimar Publishing, Inc. Santos, J.Y. (2015). Teachers Perceived organizational Commitment and Job Satisfaction Vis-à-vis Teaching
Performance. Master’s Thesis: Pampanga State Agricultural University.
Sawal.M.T. (2016). Teachers’ Upbringings and their classroom management styles. Master’s Thesis: Pampanga State Agricultural University.
Streubert, H.J., Carpenter, D.R. (1999) Qualitative Research in Nursing: Advancing the Humanistic Imperative (2nd edn). Philadelphia: Lippincott.
Teaching Agency, (2012). Improving Teacher Training for Behavior. Retrieved from https://www.gov.uk/government/ uploads/system/uploads/attachment_data/file/200406/TA00079-2012.pdf.
The Gale Group, (2009). Classroom Management. Retrieved from http://www.education.com/reference/article/ classroom-manageme nt.
Trochim, W. & Donnelly, J. (2008).The research methods knowledge base. OH: Cen gage.Learning. Retrieved from http://www.spinobros.com/wp-content/uploads/2014/07/Sample-of-a-Qualitative-Methodology-Section.pdf.
University of Kansas, (2008). Teaching Self-Management Skills. Retrieved from http://www.specialconnections.
ku.edu/?q=behavior_plans/positive_behavior_sup.port_interventions/teacher_toos/teaching_self_ management_skills#top
Downloads
Published
Issue
Section
License
Copyright (c) 2020 International Journal Of Teacher Education & Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
Copyright Ownership
All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication. -
Usage Rights
The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher. -
Open Access Policy
Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal. -
Restrictions
Users may not alter, sell, or republish the content without formal authorization from the journal. -
Third-Party Content
Any material not owned by the journal is clearly identified, and separate permissions may be required for its use. -
Disclaimer
While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.
