Enhancement of Initiating Activities to Support the Whole Child of Language Teachers of a Public School

Abstract

INTRODUCTION

The present study determines the enhancement of the initiating activities that support the whole child of language teachers of a public school. Specifically, the research seeks to answer the following questions: (1) What is the “personological” of the respondents in terms of: length of service, gender, grade level handled, and rank?; (2) What is the assessment of teachers of their initiating activities as language teachers which support the whole child in terms of creating space, setting rules, procedures planning, and setting of a language classroom?; (3) Is there a significant difference in the assessment of teachers of their initiating activities as language teacher which support the whole child when they are grouped according to profile?; and (4) In the event of the study, what enhancement activities can be suggested to improve their support to the child?

METHODS

For “Creating a Space,” the overall mean is 3.71 with a verbal interpretation of “Always.” For “Setting rules and Procedures,” the overall mean is 3.47 with a verbal interpretation of “Sometimes.” For “Planning,” the overall mean is 3.47 with a verbal interpretation of “Sometimes.” In “Setting up a Language Classroom,” the overall mean is 3.49 with a verbal interpretation of “Sometimes.”

RESULTS

Of the 24 teacher-respondents, 12 respondents or 50% of all respondents rendered service for less than 10 years. 4 of the respondents or 16.7% of all respondents have rendered service for 10 years, and 8 of the respondents or 33.3% of all respondents rendered service for more than 10 years. Fifty percent of the teachers have just started teaching or are quite new in the service. Summarily, the variable “Creating Space” got the highest mean of 3.71 with a verbal interpretation of “Always” while the variable “Planning” got the lowest mean of 3.47 with a verbal interpretation of “Sometimes.” The overall mean is 3.54 with a verbal interpretation of “Always.”

DISCUSSIONS

Regardless of the teacher-respondents' length of service and gender they all have the same practices and concerns when it comes to initiating activities as language teachers. However, they differ in terms of the grade level they handled and their rank. It can be concluded that they have different practices and concerns because the abilities and characteristics of their classes also vary. In terms of rank, those with higher rank have already gained experiences and trainings which help them improve their teaching practices in language class.