Papers by Jester Nicodemus
ABSTRACT
This study sought to determine the relationship of the Teacher Induction Program to th... more ABSTRACT
This study sought to determine the relationship of the Teacher Induction Program to the performance and morale of teachers in selected schools in DepEd, Cavite City.
The respondents were composed of seventy-seven (77) EPP/TLE teachers that underwent the Teacher Induction Program for school year 2008-2009.
The questionnaire was the main data-gathering instrument. Descriptive statistics such as mean, standard deviation, frequency, and percentage were used in the study; while Pearson r Coefficient of Correlation was used to determine if there was a relationship between the independent and dependent variables.
The salient findings of this study are the following:
Effectiveness of the Teacher Induction Program was rated “very good” with an overall mean ( )=4.06. The teacher-respondents rated the objective as “very good” with an overall mean ( )=4.01. Similarly the content with a mean ( )=4.26, implementation with a mean ( )=3.98 and monitoring and evaluation with a mean of =4.00 were all rated as “very good.”
As for the performance of the teachers, seventy-one of the respondents (71) or ninety-three percent (93%) achieved a very satisfactory rating, five (5) or six percent (6%) achieved a satisfactory rating, and one percent (1%) gained an outstanding rating.
The perceived level of morale of teachers was “high” with an overall mean ( )=4.36. Their attitude towards their self and their profession was “very high” with a mean ( )=4.51. With regard to their attitude towards their superior and co-teachers, the teachers rated it “high” with a mean ( )=4.28, similar to their attitude towards their school and community with an overall mean ( )=4.29 which is also “high.”
As for the relationship of Teacher Induction Program to the teachers’ performance and morale, the independent variable such as the induction program has a correlation of r=-0.077 with significant value of 0.504 which means “not significant” to performance. Conversely to morale, it has a correlation of r=0.597 and with a significant value of 0.000 which means “significant.”
The hypothesis stating that there is no significant relationship between the Teacher Induction Program and the teachers’ performance is accepted but between the Program and the teachers’ morale, the hypothesis used is rejected.
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Papers by Jester Nicodemus
This study sought to determine the relationship of the Teacher Induction Program to the performance and morale of teachers in selected schools in DepEd, Cavite City.
The respondents were composed of seventy-seven (77) EPP/TLE teachers that underwent the Teacher Induction Program for school year 2008-2009.
The questionnaire was the main data-gathering instrument. Descriptive statistics such as mean, standard deviation, frequency, and percentage were used in the study; while Pearson r Coefficient of Correlation was used to determine if there was a relationship between the independent and dependent variables.
The salient findings of this study are the following:
Effectiveness of the Teacher Induction Program was rated “very good” with an overall mean ( )=4.06. The teacher-respondents rated the objective as “very good” with an overall mean ( )=4.01. Similarly the content with a mean ( )=4.26, implementation with a mean ( )=3.98 and monitoring and evaluation with a mean of =4.00 were all rated as “very good.”
As for the performance of the teachers, seventy-one of the respondents (71) or ninety-three percent (93%) achieved a very satisfactory rating, five (5) or six percent (6%) achieved a satisfactory rating, and one percent (1%) gained an outstanding rating.
The perceived level of morale of teachers was “high” with an overall mean ( )=4.36. Their attitude towards their self and their profession was “very high” with a mean ( )=4.51. With regard to their attitude towards their superior and co-teachers, the teachers rated it “high” with a mean ( )=4.28, similar to their attitude towards their school and community with an overall mean ( )=4.29 which is also “high.”
As for the relationship of Teacher Induction Program to the teachers’ performance and morale, the independent variable such as the induction program has a correlation of r=-0.077 with significant value of 0.504 which means “not significant” to performance. Conversely to morale, it has a correlation of r=0.597 and with a significant value of 0.000 which means “significant.”
The hypothesis stating that there is no significant relationship between the Teacher Induction Program and the teachers’ performance is accepted but between the Program and the teachers’ morale, the hypothesis used is rejected.
This study sought to determine the relationship of the Teacher Induction Program to the performance and morale of teachers in selected schools in DepEd, Cavite City.
The respondents were composed of seventy-seven (77) EPP/TLE teachers that underwent the Teacher Induction Program for school year 2008-2009.
The questionnaire was the main data-gathering instrument. Descriptive statistics such as mean, standard deviation, frequency, and percentage were used in the study; while Pearson r Coefficient of Correlation was used to determine if there was a relationship between the independent and dependent variables.
The salient findings of this study are the following:
Effectiveness of the Teacher Induction Program was rated “very good” with an overall mean ( )=4.06. The teacher-respondents rated the objective as “very good” with an overall mean ( )=4.01. Similarly the content with a mean ( )=4.26, implementation with a mean ( )=3.98 and monitoring and evaluation with a mean of =4.00 were all rated as “very good.”
As for the performance of the teachers, seventy-one of the respondents (71) or ninety-three percent (93%) achieved a very satisfactory rating, five (5) or six percent (6%) achieved a satisfactory rating, and one percent (1%) gained an outstanding rating.
The perceived level of morale of teachers was “high” with an overall mean ( )=4.36. Their attitude towards their self and their profession was “very high” with a mean ( )=4.51. With regard to their attitude towards their superior and co-teachers, the teachers rated it “high” with a mean ( )=4.28, similar to their attitude towards their school and community with an overall mean ( )=4.29 which is also “high.”
As for the relationship of Teacher Induction Program to the teachers’ performance and morale, the independent variable such as the induction program has a correlation of r=-0.077 with significant value of 0.504 which means “not significant” to performance. Conversely to morale, it has a correlation of r=0.597 and with a significant value of 0.000 which means “significant.”
The hypothesis stating that there is no significant relationship between the Teacher Induction Program and the teachers’ performance is accepted but between the Program and the teachers’ morale, the hypothesis used is rejected.