Self-Acknowledge Task and Psychological Constructs Towards Service: Predictors of Teachers’ Performance

Abstract

Introduction

The researcher endeavored to look into the evaluations of teachers' self-acknowledged task and psychological constructs toward service and correlated to selected profile variables and teachers' performance. Data and information can provide valuable insights to the participants as well as the school administrators. Results obtained can serve as baseline information to enhance the efficiency, dedication, and commitment of the teachers.

Methods

The respondents were the 300 teachers regularly employed in public secondary schools in the District of Candaba, Division of Pampanga during School Year 2017-2018. The four hypotheses were tested: "The five measures of psychological constructs towards service are not interrelated", "teachers do not differ in their evaluations of their psychological constructs towards service across age, gender, civil status, and length of experience in the workplace", "teachers' self-acknowledged task is not significantly related to the teachers performance'' and "the five measures of psychological constructs towards service are not predictors of teachers performance". The descriptive method was employed in this study.

Results

The mean weighted average was employed to arrive at a verbal description of each of the items in the checklist. The Pearson Product Moment Correlation, analysis of variance, and multiple linear regression were utilized in the study. Based on the findings, the following conclusion was arrived at: The five measures of psychological construct towards service along commitment, competency, acceptance, collaboration and facility to serve; the teachers across age sex, and civil status do not differ in their psychological constructs towards service along commitment, competency, acceptance, collaboration, and facility to serve; the teachers across length of experience differ in commitment and in facility to serve were teachers who been in teaching for 14 to 20 years tend to look at themselves as more competent.

Discussions

Teachers' self-acknowledged task is significantly related to the teachers' performance; the five measures of teachers' psychological constructs towards service are predictors of the teachers' performance. 41.1 % of the variation in the teachers' performance can be explained by the five areas of teachers' psychological constructs towards service.