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040			_cNVSU
100			_aMañego, Emelinda G. Gumaru
245			_aCorrelates of teaching effectiveness with public school teachers/ _cEmelinda G. Gumaru-Mañego
260			_aBayombong: _bNueva Vizcaya State University, _c2013.
300			_axii, 125 leaves : _billustrations ; _c28 cm.
500			_aThis study aimed to determine the teachers' problems, their relationship to teaching effectiveness as well as to explored the relationship between these variables. To achieve these purposes, the researcher made use of the modified Teachers' Problem Q-Sort and the descriptive correlation research method to stablish relationship and the CB-PAST for teachers in gathering pertinent data required in the study. The data were analyzed using descriptive statistics and simple correlation method. The 0.05 probability level was the critical point of reference. The study was conducted at the northern part of Nueva Vizcaya during the second semester of school year 2012-2013. In correlating demographic variables with problem areas, the study revealedt that the teachers with lower positions have encountered more pressing problems on pupil evaluation, standards, policies, parent-teacher relations and the aggregate of the problems areas. Younger teachers have encountered more pressing problems on motivation, teacher-teacher relationships, professional growth, techniques in learning, policies, parent-teacher relations, economic problems, and aggregate of the problems areas. Female teachers have encountered more pressing problems on motivation, learning skills, pupil responsibility, time, professional growth, technique in learning, instructional material, and aggregate of the problems areas. Single teachers have experienced more pressing problems on parent- teacher relation. Teachers with higher educationalattainment experienced more pressing problems on pupil responsibility, while those with lower educational attainment have experienced more pressing problems on policies. Teachers assigned in non-central schools experienced more pressing problems on motivation, learning skills, pupil responsibility, and maturity. Teachers assigned in lower grades experienced more pressing problems on learning skills, pupil responsibility, and maturity. Teachers who were new in service encountered pressing problems on motivation, learning skills, pupil responsibility, maturity, pupil grouping, pupil evaluation, teacher- teacher relationship, instructional material, policies, parent teacher relation, economic problems, and aggregate of the problems areas. Teachers who major in educational management have experienced more pressing problems on pupil responsibility, curriculum, instructional material, parent-teacher relation, economic problems, and aggregate of the problems areas. Correlating demographic variables on the other hand, with teaching effectiveness revealed that teachers with higher positions have higher teaching effectiveness in terms of diversity of learners, curriculum content pedagogy, and social regards for learning. Younger teachers have higher teaching effectiveness in terms of diversity of learners, community linkages. Teachers with higher educational attainment have higher teaching effectiveness in terms of diversity of learners, curriculum content and pedagogy and social regard for learning. Teachers assigned in lower grades have higher teaching effectiveness in terms of community linkages. Teachers who were new in service have higher teaching effectiveness in terms of Learning Environment. Teachers who majored in other fields have higher teaching effectiveness in terms of curriculum content and pedagogy. Teachers with lower positions have encountered more pressingproblems on pupil evaluation, standards, policies, parent-teacher relations, and the aggregate of the problems areas. Younger teachers have encountered more pressing problems on motivation, teacher-teacher relationships, professional growth, techniques in learning, policies, parent-teacher relations, economic problems, and aggregate of the problems areas. The study further revealed that when teacher's problem were correlated with teaching effectiveness, it was found out that those who encountered more pressing problem on motivation have lower level of teaching effectiveness in planning assessing and recording. Teachers who encountered more pressing problem on maturity have lower level of teaching effectiveness in planning, assessing and recording but higher level of teaching effectiveness in learning environment. Teachers who encountered more pressing problem on pupil grouping have higher level of teaching effectiveness in diversity of learners, and learning environment. Teachers who encountered more intense problem on instructional material have higher level of teaching effectiveness in learning environment. Teachers who encountered more intense problem on parent-teacher relation have higher level of teaching effectiveness in diversity of learners, and learning environment.
500			_aThesis (Master of Education - Educational Administration)
504			_aIncludes appendices and bibliographical references.
942			_2ddc _cTH _n0
999			_c732 _d732