PSYCHOLOGICAL EMPOWERMENT AND PROFESSIONAL DEVELOPMENT AS

PREDICTORS OF TEACHER EFFECTIVENESS AMONG SECONDARY

SCHOOL ENGLISH TEACHERS

_______________________________

A Thesis
Presented to
The Faculty of the Graduate School
Holy Cross of Davao College
Davao City

_________________________________

In Partial Fulfillment
Of the Requirement for the Course
Master of Arts in Education Major
In Teaching English

________________________________

LEO JANE D. CRISPO

October 2024
 Table of Contents
Page

TITLE PAGE i

TABLE OF CONTENTS ii

LIST OF FIGURES iii

CHAPTER

1 INTRODUCTION

The Problem and Its Setting 1

Significance of the Study 3

Statement of the Problem 4

Hypotheses 4

Theoretical Framework 5

Conceptual Framework 5

2 METHODOLOGY

Research Design 7

Locale of the Study 7

Sample and Sampling 8

Research Instruments 9

Data Gathering Procedures 11

Data Analysis 12

Ethical Considerations 13

REFERENCES 19
 LIST OF FIGURES

TITLE

FIGURE PAGE

1 Conceptual Framework of the Study 5

 1

Chapter I

The Problem and Its Setting

Teaching effectiveness is a critical problem face by English teachers (Adhikari,

2023). Notably, ineffectiveness of teachers teaching English is evident as revealed in

the study of Subramanian (2022). Further, statistical data reveal that 53.25 percent of

teachers are regarded as ineffective in teaching English, prompting serious concerns

regarding the overall quality of education (Bezbaruah, 2021). Furthermore, a study of

Zolghadri and Mamaghani (2021) that ineffectiveness in teaching was revealed among

language teachers. As cited in the study of Nahari et al. (2020) which revealed a low

effectiveness in teaching among teachers. Similarly, low teaching effectiveness is linked

to a lack of enthusiasm, highlighting its crucial role in teaching performance ( Anand et

al., 2019). Moreover, it was found in the study of Adhikari (2023) that low teaching

effectiveness stems from outdated curricula, poor training, insufficient supervision, and

minimal ICT integration.

Globally, specifically in India, Nigeria, Saudi Arabia, the ineffectiveness of

English teachers in schools are plagued by a troubling level among English language

teachers (Moore, 2024; Vivian, 2023; Alrashdi, 2024). Also, a disconcerting study by

Bold et al. (2017) highlighted a significant problem on teaching ineffectiveness in

English across Africa, revealing that a mere 16 percent of English teachers possess

even the most basic knowledge of the language. Similarly, in Kenya, low effectiveness

in teaching is evident in secondary schools (Kodero et al., 2019). In the Philippines, a

study by Medallon and Martinez (2014) pointed out a concerning issue: the
 2

ineffectiveness of teachers has a direct negative impact on student motivation. This

raises serious questions about the quality of education and its implications for student

engagement and success. Additionally, a study in Lanao Del Norte by Baroman and

Quirap (2024) revealed low teaching effectiveness among teachers in terms of

principles and methods of teaching.

Recognizing the critical importance of teaching effectiveness among secondary

school English teachers, a review of literature was undertaken to identify potential

variables that may contribute to the dependent variable. Two variables emerged as

potential contributors to the teaching effectiveness of English teachers: psychological

empowerment (Singh & Kaur, 2019) and professional development (Ayyoobi et al.,

2016).

However, there is a dearth of research that determines the combined influence of

psychological empowerment and professional development on the teaching

effectiveness among English teachers, revealing a methodological gap in the study. It is

also evident in the literature that the study has a population gap which focused on

College English teachers (Zhang et al., 2022), mathematics teachers (Kumar, 2024),

and elementary teachers (Singh & Raju, 2024), with limited research directed towards

secondary school English teachers in terms of psychological empowerment and

professional development. Additionally, there is a research design gap, as previous

studies utilized qualitative and mixed methods approaches. Moreover, the researcher

has not encountered a local study, specifically in Davao Oriental, on the influence of

psychological empowerment and professional development on teaching effectiveness of

secondary school English teachers.

 3

Consequently, there is a need for a local study to determine the significant

influence of psychological empowerment and professional development on the teaching

effectiveness of secondary school English teachers in Davao Oriental. The findings of

such a study could serve as a basis for developing an action plan to improve the

teaching prowess of English teachers and enhance their effectiveness in teaching in the

organization. This study may provide a valuable opportunity to create strategies for

improving the effectiveness of English teachers in their teaching roles.

Significance of the Study

The results of the study provide a foundation for educational leaders to

implement training that boosts teachers' intrinsic motivation, leading to greater job

satisfaction and a more skilled, stable workforce, which improves teaching effectiveness

and student outcomes. These findings can help create an empowering environment for

teachers, enhancing their performance and contributing to a successful educational

experience. For teachers, this may lead to increased professional engagement, job

performance, and collaboration, ultimately benefiting student learning. Additionally,

empowered teachers who engage in professional development can better tailor their

strategies to diverse student needs. Lastly, future researchers can leverage these

insights to develop theories on how empowered teachers explore effective methods and

improve performance, facilitating targeted interventions for enhanced motivation and

effectiveness in education.

Statement of the Problem

This study aims to determine the significant relationship and influence of

psychological empowerment and professional development on the teaching

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effectiveness of English teachers in Davao Oriental. Specifically, it aims to answer the

following questions:

1. What is the level of psychological empowerment of English teachers in terms

of meaningfulness, competence, self-determination, and impact; the level of

professional development in terms of thematic knowledge, learning

environment, cooperation, educational technology, research base,

educational planning, evaluation, development of human resource,

professional development; the level of teaching effectiveness in terms of

English proficiency, pedagogical knowledge, and socio-affective skills.

2. To determine the significance of the correlation between psychological

empowerment, professional development, and the teaching effectiveness

among English teachers.

3. To determine if psychological empowerment and professional development

significantly influence the teaching effectiveness among English teacher.

Null Hypotheses

The following hypotheses will be tested at 0.05 level of significance:

1. There is no significant relationship between psychological empowerment,

professional development, and teaching effectiveness of English teachers.

2. The psychological empowerment and professional development do not

significantly influence the teaching effectiveness of English teachers.

Theoretical/Conceptual Framework
 5

This study is anchored on Professional Development System Theory by Mallillin

and Laurel (2022). This study posits a structured method to enhance educators' skills

and knowledge. The theory emphasizes that effective professional development

involves an integrated system rather than isolated workshops or training sessions. This

study highlights the strong relationship between psychological empowerment,

professional development, and teaching effectiveness. Teachers who feel empowered

are more inclined to participate in meaningful professional development activities, which

subsequently improve their teaching performance. This creates a continuous cycle of

growth and enhancement in educational environments. By equipping teachers with the

necessary skills and knowledge, their sense of empowerment within their institutions

increases, leading to higher levels of teaching effectiveness.

The conceptual framework of the study is illustrated in Figure 1. As shown, the

independent variables include psychological empowerment, which consists of four

indicators: meaningfulness, competence, self-determination, and impact. Additionally,

professional development is represented by nine (9) indicators: thematic knowledge,

learning environment, cooperation, educational technology, research base, educational

planning, evaluation, development of human resource, professional development. While

the dependent variable is teacher effectiveness with three indicators: English

proficiency, pedagogical knowledge, and socio-affective skills. The arrow connecting the

three variables signifies the assumed relationship.

 6

Independent Variables

Psychological
Empowerment

Dependent Variable
• Meaningfulness
• Competence
• Self-determination
Teacher Effectiveness
• Impact

• English proficiency
• Pedagogical knowledge
• Socio-affective skills

Professional Development
• Thematic knowledge
• Learning environment
• Cooperation
• Educational technology
• Research base
• Educational planning
• Evaluation
• Development of Human
Resource

• Professional development
 7

Figure 1. Conceptual Framework of the Study

CHAPTER 2

METHOD

In this chapter, it discusses the research design, locale of the study,

respondents, instruments, procedure for collecting the data, statistical tools, and ethical

considerations.

Research Design

This study will utilize a quantitative research design, specifically the descriptive

correlation method, to analyze relationships among variables without manipulation.

According to Mohajan (2020), quantitative research is a systematic approach aimed at

generating numerical data for analysis and drawing conclusions through hypothesis

testing and examination of variable interactions. The study will collect data from a large

sample to apply statistical procedures for analysis. The descriptive correlational design,

as noted by Bhandari (2021), will help the researcher assess the status of psychological

empowerment and professional development in relation to teaching effectiveness

among secondary school English teachers in Davao Oriental. Statistical tools will be

employed to determine the connections among the variables. This design is appropriate

as it focuses on understanding the status and significant relationships among

 8

psychological empowerment, professional development, and teaching effectiveness in

the specified context.

Research Locale

The researcher will conduct the study in the Province of Davao Oriental to

explore the relationships among psychological empowerment, professional

development, and teacher effectiveness among secondary school English teachers.

Located in the Davao Region of Mindanao, Davao Oriental is bordered by Davao de

Oro to the west and Agusan del Sur and Surigao del Sur to the north, with Mati as its

capital. As the easternmost province in the Philippines, it faces the Philippine Sea and is

known for its significant contributions to coconut and copra production, earning it the

title of Coconut Capital of the Philippines. The researcher selected this location to

explore the status of secondary school English teachers concerning psychological

empowerment and professional development, given that it has thirteen secondary

schools with a significant number of potential respondents. Thus, examining the effects

of psychological empowerment and professional development on teacher effectiveness,

the researcher aims to provide valuable insights that can enhance and sustain the

effectiveness of English teachers, ultimately contributing to student success.

Sample and Sampling

The respondents in this study are English teachers from public secondary

schools within the Division of Davao Oriental. The research will utilize a complete

enumeration approach, considering a total of 150 English teachers from various schools

in the division. This includes 13 public schools with English teachers available for the

study: School A- 9; School B- 9; School C- 19; School D- 10; School E- 9; School F- 8;

 9

School G- 9; School H- 8; School I- 10; School J- 6; School K- 5; School L- 7; School M-

4; School N- 8; School O- 10; School P- 9, and School Q- 10. Additionally, the

researcher will adopt a complete enumeration method to ensure accuracy, as it

examines every unit of the population before reaching any conclusions. Notably, this

approach enhances the reliability of the data and minimizes bias in the results

(Bhardwaj, 2018). Given the limited population size, a complete enumeration sampling

procedure is deemed suitable.

Consequently, the findings of the study may help enhance the teaching

effectiveness of English teachers in public secondary schools in Davao Oriental. To

ensure consistency, the following criteria will be established: 1. Each respondent must

be a public secondary school English teacher within the Division of Davao Oriental, and

2. each must have at least three years of teaching experience. Moreover, teachers with

fewer than three years of experience, non-English teachers, and those not employed in

public schools will not be eligible to participate in this study.

Research Instrument

There are three sets of research instruments to be used in collecting the data

from the target respondents. These questionnaires will be adapted and modified to

complete the questions and to suit the environment in which the study will be

conducted. These sets of questionnaires will be validated in terms of content by a panel

of experts and undergo pilot testing to determine the internal consistency of the items of

the questionnaires.

Psychological Empowerment. The instrument will be used in assessing the

status of psychological empowerment among secondary school English teachers and

 10

will be adapted from Singh and Kaur (2019) with .855 Cronbach’s Alpha reliability

statistics of all indicators namely: meaningfulness, competence, self-determination, and

impact.

Psychological Empowerment, as one of the independent variables of the study,

will be measured through its indicators. The scale below would be the basis for the

quantification of the study.

Mean Description Interpretation

Range
4.20-5.00 Very High The psychological empowerment is
always evident.
3.40-4.19 High The psychological empowerment is
often evident.
2.60-3.39 Moderate The psychological empowerment is
sometimes evident.
1.80-2.59 Low The psychological empowerment is
rarely evident.
1.00-1.79 Very Low The psychological empowerment is
never evident.

Professional Development. The tool will be utilized in assessing the level of

professional development among secondary school English teachers and will be

adapted from Ayyoobi et al. (2016) with .88 with Cronbach’s Alpha reliability statistics of

all indicators namely: thematic knowledge, learning environment, cooperation,

educational technology, research base, educational planning, evaluation, and

development of human resource.

 11

To determine the level of professional development, the mean scores will be

computed and analyzed using the following scale:

Mean Description Interpretation

Range
4.20-5.00 Very High The professional development is always
manifested.
3.40-4.19 High The professional development is often
manifested.
2.60-3.39 Moderate The professional development is
sometimes manifested.
1.80-2.59 Low The professional development is rarely
manifested.
1.00-1.79 Very Low The professional development is never
manifested.
Teacher Effectiveness. The last research tool will be used for the dependent

variable which is the teacher effectiveness. This questionnaire consists of three

indicators namely: English proficiency, pedagogical knowledge, and socio-affective

skills which will be adapted by Lumbanraja and Reynoso (2019).

The mean will be computed and analyzed using the succeeding scale to

determine the level of teacher effectiveness among secondary school English teachers.

Mean Description Interpretation

Range
4.20-5.00 Very High The teacher effectiveness is always
observed.
3.40-4.19 High The teacher effectiveness is often observed.
2.60-3.39 Moderate The teacher effectiveness is sometimes
observed.
1.80-2.59 Low The teacher effectiveness is rarely
observed.
 12

1.00-1.79 Very Low The teacher effectiveness is never

observed.

Data Gathering Procedure

The researcher begins by obtaining permission from the Graduate School Dean

at the Institution of Holy Cross Davao College to conduct the study. Also, an initiative

must be taken to seek and receive ethical clearance from HCDC-SMILE. Furthermore, it

is necessary to request an endorsement from the Schools Division Superintendent,

allowing the researcher to carry out the thesis study in various schools within their

division and to legally administer the validated questionnaires. During this process, the

researcher will discuss the permission request and consent of the school principals,

ensuring clarity regarding specific dates for data administration and collection, while

respecting the teachers' duties and responsibilities. Additionally, the researcher will

secure an Informed Consent Form (ICF) and an Assent Form as documentation that the

respondents willingly participated in the study. It is important that the respondents do

not feel any pressure to take part in the research.

As part of the data collection, the researcher will personally administer and

collect the survey questionnaires from the different schools where the study will be

conducted. Furthermore, respondents will be reminded that they can complete the

survey questionnaire within 20 minutes and will be informed that they can withdraw their

participation if they feel uncomfortable during the study. The researcher will clearly

explain how the respondents should answer the survey questionnaire and will accept

any questions or clarifications from them if there are any uncertainties. Additionally, the

researcher should consider the safe keeping and disposal of data after the study is
 13

completed. Lastly, the researcher will provide a small token to the respondents as a

sign of appreciation for their contribution to the success of the study.

Data Analysis

The gathered data will be scrutinized and interpreted through applicable

statistical treatment as follows: Mean, it will be utilized to determine the level of

psychological empowerment, professional development and teacher effectiveness

among secondary school English teachers. Pearson Product Moment Correlation

(Pearson R), it will be utilized to identify the significant relationship between

psychological empowerment, professional development and teacher effectiveness

among secondary school English teachers. Multiple Regression Analysis, it will be used

to identify what domains in the psychological empowerment and professional

development significantly influence teacher effectiveness.

Ethical Considerations
It is necessary for the researcher to observe and follow full ethical considerations

in the administration of the study. Therefore, to guarantee that the study will be ethically

conducted, it will be appraised and assessed by Holy Cross of Davao College- SMILE in

full board review aligned with the mandates of DOST-PHREB. Ethical considerations in

research are crucial for ensuring the protection of participants' rights and well-being, as

well as maintaining the integrity of the research process. Researchers must prioritize

informed consent, ensuring that participants are fully aware of the nature of the study,

any potential risks, and their right to withdraw at any time without penalty. Additionally,

safeguarding the privacy and confidentiality of participants is essential, as it fosters trust

and encourages honest participation. By adhering to these ethical principles,

researchers not only enhance the validity of their findings but also contribute to the
 14

broader goal of advancing knowledge in a manner that respects human dignity and

promotes societal welfare.

Reference

Adhikari, N. P. (2023). Teachers’ Problems and Concerns in Teacher Education.

Interdisciplinary Research in Education, 8(1), 125–135.

Anand, H., Pratap, S., & Goutami, S. (2019). Teacher ineffectiveness as related to
enthusiastic- non enthuslastic trait. An International Journal of Education and
Applied Social Sciences, 3(2), 117-121.

Alrashdi, F. (2024). Challenges to effective English teaching in primary schools in

burayda, Saudi arabia: perspective of English teachers. Journal of Education and
Leaning, 13(5), 59-90.

Ayyoobi, F., Pourshafei, H., & Asgari, A. (2016). Codification and validation of
professional development questionnaire of teachers. International Education
Studies, 9(4), 215-224.

Baroman, A.B., & Quirap, E.A. (2024). Transformational leadership and teacher’s well-
being in the division of Lanao del norte: Basis for school improvement plan.
Journal of Emerging Technologies and Innovative Research, 11(6), 2-7.
 15

Bezbaruah, H. (2021). Effectiveness of teachers in teaching English in government

upper
primary schools of kamrup district in relation to gender and area: A study.
Journal of Research in Humanities and Social Science, 9(9), 56-65.

Bhandari, P. (2021). An introduction to correlational research. Scribbr.

https://www.scribbr.com/methodology/correlational-research.

Bhardwaj, P. (2018). Types of sampling in research. Journal of Practices of

Cardiovascular Sciences, 5(3), 157-163.

Bold, T., Deon, P.F., Gayle, M., M, E., Rockmore, C., Stacy, B.W., Svensson, K., &
Wane,
W. (2017). "What do teachers know and do? does it matter? evidence from
primary schools in Africa." Policy Research Working Paper.

Kodero, H.M.N., Misigo, B.L., Owino, E., & Simiyu, C.K. (2019). The salient
characteristics of trained ineffective teachers in secondary schools in kenya.
SAGE, 1-12.

Kumar, A.C., Kumar, A.D., Vasuki, M. (2024). A study on teaching effectiveness of

mathematics teachers. International Journal of Scientific Research and Modern
Education, 9(1), 2455-5630.

Lumbanjara, B., Reynoso, L. (2019). English teacher’s effectiveness and student’s

English proficiency at selected colleges in dili, east timor: Input for enhancement
programs. English Language Teaching, 12(10), 96-107.

Mallillin, L.L., & Laurel R. (2022). Professional development system theory for quality
education. European Journal of Education Studies, 9(8).

Medallon, M., & Martinez, G. (2014) Teaching effectiveness and student’s learning
acquisition in selected major courses in the international tourism and hospitality
management program. Asia Pacific Journal of Multidisciplinary Research, 2(1),
131-137.

Mohajan, H.K. (2020). Quantitative research: A successful investigation in natural and

social sciences. Journal of Economic Development, Environment and People,
9(4), 52-79.

Moore, R. (2024). Teacher effectiveness in the Indian context: A mixed methods study
investigating the relationship between teacher motivation, professional
knowledge, classroom environment, and student learning.

Nahari, S., Latief, M.A., & Astuti, U.P. (2020). Factors contributing to low teacher
competencies score. Jurnal Pendidikan, 5(8), 11150-1120.
 16

Singh, J., Raju. (2024). A study of teacher effectiveness among elementary school
teachers in relation to their life satisfaction. International Journal of Literacy and
Education, 4(1), 110-114.

Singh, K., & Kaur, S. (2019). Psychological empowerment of teachers: development

and
validation of multi-dimensional scale. International Journal of Recent Technology
and Engineering, 7(6), 340-343.

Subramanian, L. (2022). Issues and challenges of english teachers. International

Journal
of Engineering and Management Research, 12(3), 176-181.

Vivian, O.N. (2023). Problems of teaching and learning of english language among
secondary school students in nigeria: implication for post-covid sustainable
development. Sapientia Foundation Journal of Education, Sciences and Gender
Studies, 5(1), 247-257.

Zhang, L., Li, Q., Liu, W. (2022). A study on the effectiveness of college English teacher
based on content-based instruction teaching philosophy. Frontier Psychology,
13:921654.

Zolghadri, M., & Jafarpour Mamaghani, H. (2022). Pathology of language teaching

ineffectiveness: A case study exposing teacher cognition stepwise. Journal of
Modern Research in English Language Studies, 9(1), 29-51.

SURVEY QUESTIONNAIRE

Dear Respondents,

Thank you for participating in my survey. These are questions of my research on the
study titled, “PSYCHOLOGICAL EMPOWERMENT AND PROFESSIONAL
DEVELOPMENT AS PREDICTORS OF TEACHER EFFECTIVENESS AMONG
SECONDARY SCHOOL ENGLISH TEACHERS”. I am currently conducting my thesis
at Holy Cross Davao College. This survey has 97 items and would take you less than
20 minutes to answer. There are no right or wrong answers. I am interested in how you
feel, hence please feel free to ask if you have any question.
 17

By participating in this survey, you are indicating that you understand that your
responses are anonymous and will not be identified with you in any way. You may skip
any question that you find intrusive or offensive, but it will help me if you respond to as
many questions as you feel comfortable with. Thank you very much. I really appreciate
your help!

A. Psychological Empowerment (Adapted from Singh, K., & Kaur, S. (2019).)

Instructions: Using the following scale, please indicate the extent to which you agree
or disagree with each of the following statements regarding the psychological
empowerment of your English teacher. Tick the box for your answer using the scale
below:
5- Strongly agree 2- Disagree
4- Agree 1- Strongly disagree
3- Moderately agree

5 4 3 2 1
I. Meaningfulness
As an English teacher, I…

1 believe that my work is beneficial for me.

2 believe that my job gives me the chance to use innovative ideas.

3 believe that my job provides me the opportunities to apply my

skills and potential.

4 believe that my job provides me the opportunities to exhibit my

skills and potential.

5 am always motivated to complete the work assigned by

organization.

6 believe that my job fulfills my professional needs.

7 receive professional respect and appreciation from my colleagues.

8 evaluate my work against my own standards of quality.

9 believe that my job is appropriate and within the scope of my

capabilities and skills.

10 feel a sense of personal satisfaction when I do the task effectively.

 18

11 believe that my job gives me respectful position in the society.

12 believe that my job satisfies my personal needs.

13 am proud of what I am doing in the organization.

II. Competence
As an English teacher, I…

1 perform the assigned tasks effectively.

2 am confident about my abilities for completing the tasks assigned

to me.

3 can utilize available resources to accomplish tasks.

4 have abilities to solve any type of work-related problems.

5 take personal initiatives in carrying out my work.

6 am well equipped with the skill to develop curricula for the

students.

III. Self-determination
As an English teacher, I…

1 have control over my work such as selection of textbooks, lesson

planning and schedules.

2 share my own views for the work-related discussion.

3 select the study material taking into consideration the performance

of students.

IV. Impact
As an English teacher, I…

1 exert positive effect on her work in the organization.

2 believe that my work influences strategic, administrative outcomes

of the organization.

3 believe that standards of quality of my organization depend upon

my work.

4 play a lead role in implementation of new policies in my

organization.
 19

B. Professional Development (Adapted from Ayyoobi et al. (2016).)

Instructions: Using the following scale, please indicate the extent to which you agree
or disagree with each of the following statements regarding the professional
development of your English teacher. Tick the box for your answer using the scale
below:
5- Strongly agree 2- Disagree
4- Agree 1- Strongly disagree
3- Moderately agree

5 4 3 2 1
I. Thematic Knowledge
As an English teacher, I…

1 introduce applied knowledge to student by dominating and

understanding the subject.

2 create enthusiasm in learners about the subjects that teaches

them and relates them to everyday life of students.

3 increase students’ skills such as critical and creative thinking in the

teaching process.

4 introduce specialized knowledge to students to enable students for

answering ambiguities and solving problems.

5 make discussions more applicable, which tries to evaluate

teaching material continually.

6 provide educational design that makes knowledge and information

meaningful for students.

7 relate learning with primary knowledge, and families’ experiences.

8 provide patterns for student to teach skills, concepts and thinking

process.

9 use learning and educational strategies that are suitable for

student learning.

II. Learning Environment

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As an English teacher, I…

1 know that creating a suitable class environment is effective with

students learning.

2 use principles and strategies that encourage positive cooperation

and goal-oriented education.

3 am obliged to benefit them in teaching students effectively.

4 encourage students to cooperate with each other.

5 create a positive and healthy atmosphere in the classroom.

6 update the student skills and attitude by awareness about

knowledge, skills, and attitude.

III. Cooperation
As an English teacher, I…

1 cooperate with school.

2 make continual relation with parents.

3 ask parents, supervisors, and family members to accept the role of

a private teacher at home.

4 use parents and family experience to enrich student learning and

enforcing learning environment.

5 consult with my colleague about issues related to school.

IV. Educational Technology

As an English teacher, I…

1 use appropriate teaching aids to teacher better.

2 use the views and opinions of other partners to integrate the

different disciplines of knowledge stems.

3 use electronic tolls such as email, weblog to connect with parent

and colleagues.

4 use different educational technologies to increase teaching

effectiveness and to increase my professional development.

5 facilitate learning by using educational technology.

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6 apply educational programs that need computer and other

educational technologies.

V. Research Base
As an English teacher, I…

1 spend lots of times for investigation and research.

2 follow the organization call for projects, especially projects that are
related to education.

3 interact with the professors and researchers who are specialize in

teaching discipline.

4 publish the result of my research to inform others about what I

have done.

5 am interested in action research projects related to work

environment and workshops related to project subjects.

6 am aware of student learning out of school and try to use their

experiences in classroom learning.

VI. Educational Planning

As an English teacher, I…

1 design the lesson plans based on the needs and issues of

students.

2 have teaching experiences that apply them to improve students’

appropriate learning.

3 integrate knowledge, skills, and content to provide intra-discipline

learning opportunity for students.

4 use different lesson plan according to curriculum subjects to

upgrade student learning level.

5 provide educational planning which is according to knowledge and

information of students.

VII. Evaluation
As an English teacher, I…
 22

1 evaluate my scientific performance during school year.

2 use the result of my evaluation as a factor to enforce changes to

improve learning process.

3 use different evaluation approaches to improve student

educational advancements.

4 inform the result of my evaluation to parents with the coordination

of school principal.

5 use the result of achievement test to reform my teaching method

and learning process.

VIII. Development of Human Resource

As an English teacher, I…

1 have high expectation for learning.

2 consider individual differences when I am teaching.

3 am aware of students’ cognitive, social, emotional differences in

learning.

4 use different views in teaching to consider students’ differences.

5 try to relate students’ learning experiences in different courses

(intra subject and integrated approach).

C. Teaching Effectiveness (Adapted from Lumbanraja and Reynoso (2019).)

Instructions: Using the following scale, please indicate the extent to which you agree
or disagree with each of the following statements regarding the teaching effectiveness
of your English teacher. Tick the box for your answer using the scale below:
5- Strongly agree 2- Disagree
4- Agree 1- Strongly disagree
3- Moderately agree

5 4 3 2 1
I. English Proficiency
As an English teacher, I…
 23

1 understand spoken English well.

2 know English culture well.

3 read English well.

4 have a high-level proficiency with English vocabulary.

5 write English well.

II. Pedagogical Knowledge

As an English teacher, I…

1 prepare the lesson well.

2 teach how to learn English outside the classroom.

3 use various materials such as video, audio, and multimedia.

4 teach English tailored to student’s English proficiency level.

5 maintain good classroom atmosphere using authority, if

necessary.

6 teach English in English.

7 assess what students have learned rationally.

8 provide opportunities to use English through meaningful activities.

9 use predominantly real-life materials such as music, pictures, food,

and clothing in teaching both language and the culture.

III. Socio-affective Skills

As an English teacher, I…

1 help students in and outside of the classroom with their difficulties

in learning English.

2 alleviate students’ anxiety in English class.

3 entertain students’ questions on English learning.

4 help students’ self-confidence in learning English well.

5 am concerned and supportive of student’s learning.

6 have clear goals and understand learner’s needs.

 24

7 treat students who differ in terms of English abilities and skills

fairly.

8 uplift student’s motivation for learning English.

9 have interest in students such a remembering students’ name and

students’ English learning.

10 make sure students feel at home in the classroom.