The Dimension of Work Knowledge and the Work of Life of Primary Public School Teachers

Abstract

INTRODUCTION

Knowledge and learning are and have been a central part of work. This study was undertaken to find out the different dimensions of work knowledge and the way of life as primary public school teachers.

METHODS

A multiple methods design was used. Using the descriptive method of research, I personally distribute the survey questionnaire to ensure a hundred percent retrieval and will coincide the conduct of instructed interview to confirm the written answers and to get other pertinent information from the respondents need to make the study concrete and beneficial to all concerned. Thirty-eight (38) primary public-school teachers in the district of Magallanes responded to this survey. The gathered data will be subjected to statistical treatment using percentage analysis, weighted mean and ANOVA.

RESULTS

The four dimensions of knowledge (cognitive, social, societal and the extential) affect the dimensions of knowledge of work life of primary public school teacher respondents. There we're similarities and differences on the dimension profile and work of life of the respondents when they group chronological. There we're relationship between the personologival, dimension profile and quality of work life of primary teacher respondents when they group accordingly. The working place strongly affects the quality of work life.

DISCUSSIONS

In order to understand working life (teacher hands learning) and its consequences it is not enough to emphasize the technical skillsof the individual needs in order to perform their work tasks. Work also contains skills for relating to other people, to society and to oneself. By learning, teachers mean the process through which human beings adapt to conditions new to them. The knowledge demands the new work life places on people-in four desperate dimensions. There must be better working place for better quality of work life.