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040			_cNVSU
100			_aDaga, Romy Culayan
245			_aOrganizational climate and personal teaching efficacy of secondary school teachers in Kayapa, Nueva Vizcaya/ _cRomy Culayan Daga
260			_aBayombong: _bNueva Vizcaya State University, _c2008.
300			_axiii, 109 leaves : _billustrations ; _c28 cm.
500			_aThis study was conducted to assess the organizational climate and personal teaching efficacy of the secondary school teachers in Kayapa, Nueva Vizcaya during the School Year 2006-2007. Specifically, it sought to determine the personal and professional profile, organizational climate, and the personal teaching efficacy of the teachers, determine if there is a significant relationship between the profile of the teachers and their organizational climate, between the profile of the teachers and their personal teaching efficacy, and between organizational climate and personal teaching efficacy. There were 54 teachers who served as respondents of the study out of the 62 teachers in the study sites. The primary instrument used was questionnaire Construct and content validity of the questionnaires had been established in several studies since these were adapted from previous research works Analysis was done using the descriptive statistics like frequency and percentage distribution, and appropriate correlation tests were used to determine the relationships between variables. In terms of personal profile, the study revealed that many of the respondents were from 26 to 30 years of age, majority were female teachers, more than two-thirdswere married and mostly Kalanguya. Majority of them were members of the Roman Catholic Church, many of them were receiving a monthly salary ranging from 19,001.00 to P11,000.00, while in terms of their professional profile, many of them were holders of Bachelors degree with Master's Units Most of them were PBET/LET passers, Teacher 1, with 1 to 5 years teaching experience, and majority of them were members of 1 to 3 professional organizations. On organizational climate, favorable teacher work environment, positive teacher-school head relationship, harmonious teacher-school head-community relationship, positive peer relationship, positive student-teacher relationship, and availability of functional school facilities exist, while the level of personal teaching efficacy of the teacher-respondents is qualitatively described as "effective Likewise, the study found a significant correlation between the following variables: 1) Profile and Organizational Climate Specifically, (a) teacher work environment is substantially correlated with teacher classification, length of service, and membership in professional organizations, (b) teacher-school head relationship has a negative significant correlation with in-service trainings attended, (c) student-teacher relationship has a positive significant correlation with age, civil status, monthly salary, teacher classification, length of service, employment status, and membership in professional organizations, (d) school resources is significantly correlated with highest educational attainment, length of service, and membership in professional organizations. 2) Profile and Personal Teaching Efficacy Specifically, (a) discipline is significantly correlated with civil status, (b) working with parents has a positive significant relationship with monthly salary and teacher classification, (c)planning is substantially correlated with civil statis, highest educational attainment, and civil service eligibility. 3) Organizational Climate and Personal Teaching Efficacy Specifically, (a) teacher work environment is significantly correlated with socialization; (b) teacher-school head relationship has a positive significant correlation with working with parents and socialization, (c) teacher-school head. community relationships has a positive significant correlation with discipline and working with parents, (d) peer relationship has a positive significant correlation with discipline, and (e) student-teacher relationship has a positive significant correlation with discipline, working with parent as well as planning Teachers who are older, married, higher monthly salary, higher position classification, longer length of service, permanent in status, and more number of membership in professional organizations perceived that there is more favorable organizational climate, while those who are married, with higher monthly salary. higher position, higher educational attainment and eligibilities have higher level of personal teaching efficacy. Teachers who have favorable organizational climate have higher level of personal teaching efficacy. To improve the organizational climate, teachers who have lesser number of years in service, lower position should be upgraded and motivated to attend in-service trainings and seek more membership to professional organizations. To improve the personal teaching efficacy, teachers who are single, with lower position should be motivated to increase membership in professional organizations, and those who are married, with higher educational attainment should assist other teachers. To improve personal teaching efficacy, organizational climate should be improved.
500			_aThesis (Master of Education - Educational Administration)
504			_aIncludes appendices and bibliographical references.
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999			_c576 _d576