Management Styles and Academic Strategies of Performing Teachers in Public Secondary Schools in Cluster V, Division of Quezon: Basis in Designing Framework for Effective Teaching

Abstract

INTRODUCTION

Education is a prominent cultural institution used to perpetuates the prevailing values of a society. Teachers are important pillars of the educational system of any nation. Managing a classroom is one of the most challenging problems for a teacher. In this study, the perceived management styles and academic strategies of performing teachers as a basis in designing a framework for effective teaching provide solutions to reoccurring problems that teachers are facing. Providing frameworks for reusability of concern is key to students' development. The framework recognizes that design quality matters and that appropriate style and strategy should drive up standards across all forms of development.

METHODS

The descriptive-correlational research method was used. The study utilized purposive sampling, conducted among the performing teachers in Cluster V, Division of Quezon. To facilitate the gathering of essential information, the survey questionnaire was validated by the experts in the field of education and was distributed to the respondents for the completion of the study. Several statistical designs were used to present, analyze and interpret data gathered.

RESULTS

A large number of teacher-respondents above 41 years old, female, married; 11-15 years in service; Teacher III; and mostly had finished a bachelor's degree with MA units. The perceived management styles of performing teachers are highly manifested in terms of affiliative. Meanwhile, the perceived academic strategy of performing teachers is always in social cognitive. The perceived performance of performing teachers is outstanding in terms of teacher-learning process and student outcome, There is a significant relationship in the perceived management styles and academic strategies of teachers and their performance in terms of teacher-learning process, students' outcome, community involvement, and professional development.

DISCUSSIONS

The results indicate that teacher may focus on performing the assigned task and responsibilities at their best no matter what management styles and academic strategies they may have since the study revealed the significant relationship among variables. The result may be forwarded to DepEd to serve as basis in providing more programs necessary for advanced education of the performing teachers with the implication of the design framework for effective teaching. It will be a great help to teachers to engage students in the learning process that will help them to develop critical thinking skills.