1

Chapter 1

BACKGROUND OF THE STUDY

Introduction

An education graduate has variety of jobs to choose from, such as district

staff in Division office, private personnel in private companies, teaching jobs, and

many others. If he/she chooses teaching, he/she has to prepare himself/herself

to the new world of being a classroom teacher.

What he/she teachers and/or what he/she does not teach greatly influence

the knowledge of his/her students. She is in a position to help develop their

proficiencies in their educational process. The development of core competency

standards is the key responsibility by the newly hired secondary school teacher

to enhance the ability to create structure and implement organizational change

through strategic vision, risk taking, and effective communication which are of

paramount importance to the pupils learning.

Learning is defined as a knowledge or skill acquired through study or by

being taught. Learning is reflected in the way a child responds to environmental,

social, emotional and physical stimuli and understands new information (Collins

Concise Dictionary and Thesaurus of English Language, 2002). The keys to

better learning and better academic performance in schools are good teachers,

good study environment, course of study, parents cooperation, high quality

books and, the most important, the study habits (Robinson, 2000).

Various studies have been concluded regarding secondary school

teaching their competencies in the teaching and learning system. Teachers are
 2

responsible for providing sound, detailed instruction in the various areas of

responsibility and for demonstrating the most effective application of sound

teaching skills of secondary school students.

Cafferty and Sugarman, (2004) likewise emphasized that this standard

responsibility is as challenging as it is important in teaching practice for the lives

of students will depend upon the quality of instructions a teacher has received.

Todays demand for teachers has created an equally urgent demand for

teachers in the different types of secondary education programs. In fact, the

shortage of teachers is not corrected there will also be shortage of skilled

teachers. The solution of course is to increase the number of teachers who will

devote themselves to teaching.

As stipulated in the Magna Carta for Public School Teachers, a member of

a Secondary School teacher shall possess a Bachelors degree in Education; be

a holder of Masters Degree Education, or other allied studies; but according to

observation, this is not being followed. Most public schools are not able to hire

full qualified secondary school teachers. As a result, the welfare of pupils is at

risk just like what happened after grade school pupil accidentally physically

abused a newly hired secondary school teacher in Mindanao far flung province.

It is therefore essential to the beginning secondary school teacher to know

aptness or dexterity to teacher. Secondary school teacher should have

commensurate knowledge of qualification regarding their profession. New

secondary school teachers should be highly qualified and skilled secondary

 3

school teachers mentors especially trained teacher preceptors in teaching

experiences and stimulated learning experiences.

It is upon this phenomenon and the like the researcher was motivated to

conduct this study entitled Teaching strategies and classroom Problem

Management of the Public Secondary School Teachers in the Division of Science

City of Muoz, Nueva Ecija, to identify the problems encountered in teaching

strategies and how managed by beginning secondary school teachers and the

possible management to said problems, hence, the study is considered

worthwhile.

Theoretical and Conceptual Framework

The conceptual model in Figure 1 on Independent and Dependent

variables being used was adopted from the dissertations of Africa, (2008). The

independent variables or the presumed causes consist of personal profile of

beginning secondary school teachers in terms of age, gender, civil status,

monthly salary, length of services as new secondary school teachers in relation

to personal qualities, social relationship and professional competence.

The dependent variables are problem management in relation to personal

qualities, social relationship and professional competence.

Issues such as the reality shock and changes in the behaviors and

attitudes are considered also. The problem perceived most often are classroom

discipline, motivating students, dealing with individual differences, assessing

students work, relationships with parents, organization of class work, insufficient

 4

and/or inadequate teaching materials and supplies, and dealing with problems of

individual students. There is a great correspondence between the problems of

secondary beginning teachers. Issues such as person-specific and situation-

specific differences, views of the principals, problems of experienced teachers,

and job satisfaction of beginning teachers are discussed. The frameworks of

teacher development are presented which provide conceptualizations of

individual differences among beginning teachers. Finally, forms of planned

support for beginning teachers are noted. Research using an interactionist model

for the explanation of behavior is needed.

INDEPENDENT VARIABLEs

1. Profile of the beginning

secondary school teachers be
described in terms of: DEPENDENT VARIABLEs
1.1 age;
1.2 gender - problems encountered and
1.3 civil status; Management;
1.4 monthly salary - problems on personal qualities;
1.5 length of service as - problems on social relationship;
secondary school - problem on professional
teachers; and competence.
1.6 highest educational
attainment.

Figure 1. Shows the Research Paradigm

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Statement of the Problem

This research study intends to know how the Problems Encountered in

Teaching Strategies and How Managed by New Secondary School Teachers in

Science City of Muoz, Division of Science City of Muoz, Nueva Ecija.

Specifically, the study sought answers to the following questions:

1. How may the profile of the beginning secondary school teachers be

described in terms of:

1.1. Age;

1.2. Gender;

1.3. Civil Status;

1.4. Monthly Salary;

1.5. Length of service as secondary school teachers; and

1.6. Highest educational attainment?

2. How may the problems of the beginning secondary school teachers be

described in relation to;

2.1 personal qualities;

2.2 social relationship; and

2.3 professional competence?

3. Is there a significant relationship between the personal (age, gender,

civil statues, monthly salary, length of service as secondary school

teachers and highest educational attainment) of the beginning

secondary school teachers and the problems encountered in relation to

personal qualities; social relationship, and professional competence?

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4. Is there a significant relationship between personal (age, gender, civil

statues, monthly salary, length of service as secondary school

teachers and highest educational attainment) of the beginning

secondary school teachers and the management of problems in

relation to personal qualities; social relationship, and professional

competence?

Hypotheses of the Study

The following hypotheses will be tested in this study:

1. There is no significant relationship between the personal profile (age,

gender, civil statues, monthly salary, length of service as secondary

school teachers and highest educational attainment) of the beginning

secondary school teachers and the problems encountered in teaching

strategies and how managed in relation to personal qualities; social

relationship; and professional competence.

2. There is no significant relationship between personal profile (age,

gender, civil statues, monthly salary, length of service as secondary

school teachers and highest educational attainment) of the beginning

secondary school teachers and the management of problems in

relation to personal qualities; social relationship; and professional

competence.

Scope and Limitations of the Study

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The study focused on the selected problems encountered in teaching

strategies and how managed by new secondary school teachers in Science City

of Muoz, Division of Science City of Muoz, Nueva Ecija. The boundaries set in

the study in terms of setting in Science City of Muoz, Division of Science City of

Muoz, Nueva Ecija.

This study carries out among Eighty-Two (82) new secondary school

teachers of Science City of Muoz, Division of Science City of Muoz, Nueva

Ecija selected at simple randomg sampling. The secondary school teachers were

chosen as respondents because they have already encountered and worked with

almost all of the secondary students above mentioned secondary school of which

they have gained more experiences and problems of the beginning secondary

school teachers be described in relation to personal qualities; social relationship;

and professional competence; how may the problems encountered in the

teaching strategies be managed in relation to personal qualities; social

relationship, and personal competence.

The outcome of this study will be primarily on the information given by the

questionaires that were provided at the time of the study and on the observation

and interviews that the researcher may have done.

Significance of the Study

The researcher hoped that the result of this study would be important to

new secondary school teachers who may be employed as secondary school

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teachers. This will serve as a guide for them to avoid pitfalls and other problems

in their field of work.

To the School Administrators. The administrators may also benefit from

the needed information regarding the common problems encountered in teaching

strategies and how managed by the new secondary school teachers, thus

making them considerate and cooperative in preventing such obstacles to

learning experiences. They may also gain an insight about the problems and

fears of the beginning secondary school teachers thus giving them an insight

when evaluating the academic and classroom performance of new secondary

school teachers.

To the human resource personnel. The additional information that they

will obtain from this study ideas or requirement when hiring qualified secondary

school teachers and know what to expect from novice new secondary school

teachers.

To the New or Beginning Secondary School Teachers. This study will

help and inspire them regarding the importance and sensitivity of their jobs that

will enlighten their emotional burden knowing that other people have concerns on

their welfare.

To the Secondary Students. This will provide of the secondary

students on the problems encountered in teaching strategies and how

managed by new secondary school teachers in Science City of Muoz, Division

of Science City of Muoz, Nueva Ecija that can be or actually affecting their
 9

chance of gaining more knowledge from their respective secondary school

teachers.

To the secondary school teachers. This study aims to determine the

problem difficulties and factors teaching performance of the secondary school

teachers, it is for their benefit to determine these problems to come up with

possible solutions to the problems.

To the principal and district supervisor. To gain insights regarding

problems occurring in his/her jurisdiction and for him/her to determine was to

help and manage both secondary school teachers and students to adopt and

solve their problems.

To the Department of Education Administration. The output of the

study will provide information as the problems encountered by the secondary

school teachers in areas of evaluation.

This study is also beneficial to the secondary education administration

because they will be provided with information and necessary data in connection

with problems and prospective solutions.

Operational Definition of Terms

For better clarification and understanding of the terms related to this study,

the following are defined conceptually and operationally:

Age refers to the age of the teacher-respondents as of his or her last

birthday.
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Beginning or New Secondary School Teachers refers to a member of

the secondary school teachers of the school who implements the classroom

secondary subjects teaching program for the pupils in the different areas of

specialization; a newly hired licensed secondary teacher with five years or less

experience.

Gender refers to the sexual category of the teacher-respondents whether

male or female.

Civil Status refers to the teacher respondents marital status. It could be

single, married, widow or widower, annulled by law and/or separated.

Highest Educational Attainment refers to the teacher respondents

highest educational degree obtained.

Length of service as secondary school teachers. This term refers to

years of length of service in teaching secondary pupils to the school.

Management of problems encountered. This term refers to the

management of problems encountered on every situation this is on how to solve

the problem in a particular set up.

Monthly Salary. This term refers to monthly salary earned for a whole

month as a public secondary school teacher.

Problems encountered by the new secondary school teachers. This

term refers to the perceived problems in relation to personal qualities, social

relationship, professional competencies and social relationships to pupils and

immediate supervisors.
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Personal qualities. This term refers to personal qualities or personal

characteristics of an individual such as adjusting to new environment; difficulty in

controlling temper; self-confidence, difficulty in decision making etc. They are

what make up ones personality. They help a person get along in a new situation.

For example, dependability and patience are qualities that employers would like

a good worker to have. Other qualities employers value are: honesty,

assertiveness, flexibility, problem solving, friendliness, intelligence, leadership,

enthusiasm, and a good sense of humor. Most employers want people who are

dependable and who get along with others. Though skills are important, an

employer will select new employees based on their personal qualities as well.

Professional competence. This term refers to the capability to perform

the duties of ones profession generally, or to perform a particular task with skill of

an acceptable quality.

Social relationship. This term connotes association, co-operation, mutual

dependence and belonging. It could be argued that a social relationship is, in the

first instance, simply a relation between people, but more specifically a relation

between individuals insofar as the belong to a group.

The group could be an ethnic or kinship group, a social institution or

organization, a social class or social stratum, a nation, a population, or a gender

etc. This definition contrasts with the relationship between people and inanimate

objects. Some individuals may also be socially related in many different ways,

insofar as members of the same or different social groups, and thus their identity

is shaped in good part by the fact that they belong to those groups. If they
 12

wanted to understand and explain their behavior, they would need to refer to

those social relations and social relationships. They might establish the milieu

they grew up in, their ancestors, the jobs they do, where they lived, who their

friends are, and so on, all of which helps explain why they necessarily interact in

the way that they do, and not in some other way. At a higher level of abstraction,

we might consider two groups which are socially related, for example, although

they live in different places, they depend on each other in trading goods and

services. At an even higher level of abstraction, we might consider the

relationship between an individual and the whole of the world of population, or

the relationship of the world population to itself.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents foreign and local studies and related literatures that

were published and conducted in the Philippines and abroad as well as

downloaded published publications through internet websites which was

reviewed by the researcher and gave the present study information and

background.

Foreign Literature

Mentoring is off-line help by one person to another in making significant

transitions in knowledge, work or thinking (Clutterbuck, 1991). To be a successful

a mentor requires knowledge and understanding of process as well as the variety

of styles, skills and techniques that are appropriate to the context in which the

mentoring takes place. Simply put, the philosophy of mentoring it is that we

humans are great, that we are all discovering what we really want, and that we

can get what we want faster and more easily by having a coach who has been

there and who can help others.

To keep promising new teachers in the profession, we need to identify the

problems and provide the support that will help them succeed. This study

investigated the instructional curricular, classroom management and collegial

problems new teachers encounter. It also explored what new and experienced

teachers consider important characteristics of a mentoring program intended to

help new teachers teach effectively.

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. Mentoring is defined as an ongoing relationship between a caring adult

and a young person. One-to-one mentoring is a traditional model of mentoring

where one adult is paired with one young person. There typically will be an

extensive matching process to insure a strong relationship, and it is expected

that the commitment will be for one year or longer. Formal mentoring, on the

other hand, refers to assigned relationships, often associated with organizational

mentoring programs designed to promote employee development. In well-

designed formal mentoring programs, there are program goals, schedules,

training (for mentors and mentees), and evaluation. Mentors inspire their mentee

to follow their dreams (Kirkham, 1993).

The mentoring components chosen by new and experienced teachers

related closely to the problems identified. Based on the data, guidelines for a

mentoring program to meet the flexible needs of new teachers were presented.

Four recommendations for further research were advanced; replication studies to

extend the generalizability of this investigation; inquiry into additional teacher

competencies to be included in teacher preparation programs; an investigation

into the preparation of experienced teachers for mentoring; and an exploration of

induction practices that should be integrated into wider school reform efforts. The

effective mentoring of new teachers is an important step toward teacher quality

and ultimately student achievement. When we enhance the capacity of teachers

to explore and develop effective solutions to their students individual learning

difficulties, we improve schools in the most fundamental way, increasing the

chances for both students and teachers to succeed (Ntiforo, et.al., 2011).
 15

The challenge of knowing what content and skills to teach. Always refer to

their state standards. Their end of year testing will be based on that. They may

also be handed a textbook or a set of instructional materials they are supposed

to use ask the experienced teachers at their secondary level what is most

important and how they make sure they have taught what the pupils need. Some

standards and some textbook content are trivial. Experience will teach them how

to handle all of this.

Managing a classroom of 35-40 students. They need a management plan.

Set rules with the children. Keep the rules general. (instead of they will listen to

their teacher, e.g. they could say they will listen when others are speaking.

Classroom management refers to all those essential activities which are

highly necessary not only to create but also to maintain a supportive and orderly

atmosphere. It includes planning and preparation of teaching and learning

materials, organization of the materials, decoration of the classroom, creation of

expectation and establishment and enforcement of rules and routines in the

classroom (Tan, Parsons, Hinson and Sardo-Brown, 2003)

When they are setting rules with the students, they will have to guide them

agree with the most important. Five rules are plenty for secondary schools. Most

misbehavior falls under 5 general rules (taking care of materials, respecting each

other etc.) Have a set of consequences for breaking rule. Talk to the students

about these. They may want to start with Lee and Marlene Cantors system of

management because it specifies everything. They can move to their own

 16

system later. Also, whatever they do, be consistent. Do not have favorite. Find

something to praise about each child. Keeping up with everything. Make

themselves some checklist or cuing list. They used to tape a list of a simple

songs high on the wall behind the students so they would always have a song

ready to go. Set up a logical filing system for record keeping. Have a system for

students in work.

There are many, but here are three: 1. The system isnt going to

necessarily work the way they think it should. Dont try to change it immediately -

work within the system and be creative. Help children, dont cause waves to get

themselves removed.

2. Be patient. In the training to be a teacher, it all sounds so good, then

they add children and it gets tiring. They dont all like them, nor do they

necessarily like what they are doing. Dont let them get them down, just do their

best to teach everyone something.

3. Dont get emotionally involved with the students. They have parents,

grandparents, etc. for that they are there to educate them and if they get soft on

them they will not be the best TEACHER they can have. Be tough, ut gentle -

find their style that allows that, but keep their professional distance. Be their best

- it is a tiring profession but so very rewarding when they see a tough case

learning from them. (Ntiforo, et. al., 2011)

Strong and consistent management and organizational skills have been

identified as leading to fewer classroom discipline problems (Froyen and Iverson,

1999). Ntiforo, et. al., (2011) perceived problems of beginning teachers in their
 17

first years of teaching are reviewed. Literature from different countries are

included. Issues such as the reality shock and changes in behaviors and

attitudes are considered also. The problems perceived more often are classroom

discipline, motivating students, dealing with individual differences, assessing

students work, relationships with parents, organization of class work, insufficient

and/or inadequate teaching materials and supplies, and dealing with problems of

individual students. There is a great correspondence between the problems of

beginning secondary teachers. Issues such as person specific and situation

specific differences, views of the principals, problems of experienced teachers

and job satisfaction of beginning teachers.

The frameworks of teacher development are presented which provide

conceptualizations of individual differences among beginning teachers. Finally,

forms of planned support for the beginning teachers are noted. Research using

an interactionistic model for the explanation of behavior is needed. (Ntifori, et. al.,

2011)

Foreign Studies

Bright pupils are the focus of our educational system and the fruit of

secondary education are the secondary pupils. Being the consumer of education

and the key determinant of educational outcomes, secondary pupil is a very

important person to consider. The secondary pupils of today will be the

professionals of tomorrow. The role she will play in the future is based on the

knowledge and experience she acquires today. Good pupils are not born but
 18

made and the factors in producing good pupils include, first, the pupil is taught,

mold, and expected to possess values skills, knowledge, ability and personality

traits and attitudes necessary in preparing her to become professional Christians.

The ultimate goal of education team is the preservation and restoration of

knowledge and wisdom. The pupils the center of the health care rendered by the

team. His early recovery lies in the hand.

Everyone changes his views and attitude from time to time. Environmental

factors may cause a persons perspective to change. It is not what you see it,

said Harold Capper of Ohio State University. It is explained that, we bring to any

new experience a certain carry over from the past. Each of us has our own

concept of what we mean by fun, bad, kind, abnormal, and other words. In

the long run our ability and skills and attitude give depth and direction to our

behavior. They communicate about us and how we feel toward than out word do.

Another, Malcolm S. Knowles stated that, the attitudes they will be working with

people rather than doing things to people will do much to build confidence and

ensure success, and will enable them to share responsibilities with others.

Being human is a distinctive trademark placed upon mankind. This

insignia lies in the intellect and freedom of choice. Man is free to choose or not to

choose the development off good relations with dedication to minister to mankind

have a responsibility to make good relations with others. Professional working

relationships are expected to be cooperative with those who supply the blueprint

for our personal welfare. G.T. Barrett-Lennard stated that, a helping relationship

on which one person facilitates the personal development of growth of another,

 19

where he helps the others become more mature, adaptive, integrated, or open to

his own experience, in connection with the teaching profession, both should

strive for good team work when working in the classroom areas in order that

pupils may have every consideration.

Teaching practice is primarily the caring relationship between teacher and

the pupils in their care. In providing teaching care, teachers are implementing the

lesson plans which is based on assessment. Although teaching practice varies

both through its various specialties and countries, these teachers organizations

offer the following definitions: teaching encompasses autonomous and

collaborative care of individuals of all ages, families, groups of communities.

Teaching includes the promotion of academic studies, advocacy, promotion of a

safe environment, research, participation in shaping education policy and

systems management, and education are also key teaching roles. The use of

judgement in the provision of teaching care to enable people to improve,

maintain, to cope with educational problems, and to achieve the best possible

quality of life.

Teaching is the protection, promotion and optimization of abilities,

alleviation of ignorance and advocacy in teachings for individuals, families,

communities, and populations. The unique function of the teacher is to assist the

pupils that he would perform unaided if he had the necessary strength, will or

knowledge.
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In quality teaching practice and education a new beginning teacher is

viewed by his pupils as their leader, he then uses his power to communicate, to

interact among his clients and motivate them towards achieving a common goal.

Both oral and written communication is the foundation on which inter

personal relationships are developing between the teacher and other members of

the health team in the classroom areas. Because teachers ability to collaborate

depend on her ability to express ideas and insight clearly to fellow professionals.

The process of communication is not something a teacher simply momorizes and

put into practice (Potter and Perry, 2008). Communication may appear but to

make it effective, it requires effort and creativity on their part (William, 2006).

A leader persuades a group to take action that is an accord with the

leaders purposes or the shared purposes of all (Gardner, 2006).

Flores (2009) provided definitions of leadership such as: abilities can be

described as a process of personal interaction on a group in a particular situation

at a given point in time, and in a specific set of circumstances that stimulate

people to strive willingly to attain organization objectives giving them the

experience to attain the common objectives and satisfaction with the type of

leadership provided.

Leadership is the knacks of getting people to follow you and do willingly

the things you want them to do. It is the ability to motivate subordinates and other

employees toward the achievement of company objectives.

How should a teacher lead? Since leadership is viewed as the process of

interpersonal relationship the activities of an organized group in its efforts toward

 21

goal setting and goal achievement. It is imperative to understand that there is a

difference in responsibilities among group members, and everyone interacts in

the group activities to know the qualities of secondary teachers encountered by

the respondents.

In teacher leadership context, it implies that the personal characteristics

that enabled a school administrator to be a success In one situation may not be

necessarily ensure success in another. Different styles of leadership are needed

to meet the different situations which prevail in the situation.

A teacher must understand human beings as the behavior of people is at

the core of leadership and the management in school teachings. Certain school

teachers have developed an excellent insight into human nature by their broad

and varied associations with the people providing them with experiences

(Bautista, 2005).

King (2004), claims that the theory of Goal Attainment is a normative

theory that should set the standard of practice for pupils-teacher interactions in

mutual presence, interacting purposefully make transactions in teaching

situations based on each individuals perceptions, purposeful communication,

and valued goals.

Her theory that perceptual congruence and transactions in the teacher-

pupil interaction lead to teaching outcome of goal attainment has used in different

areas of teaching practice (Hanna, 2015), and more recently has been applied in

educational management.
 22

The teacher and the pupil from interpersonal system in which each affects

the other and in which both are affected by situational factors in the environment

drawn from both the personal and interpersonal system concepts, the Theory of

Goal Attainment comprises perception, communication, interaction, transactions,

self, role, growth and development, stress/stressors, coping, time, and personal

space. Identified that perception, communication and interaction are essential

elements in transaction. When transactions are made goals are usually attained.

King (2004) underscored the importance of learning process both method and

theory when she stated, Teachers are first, and foremost, human beings who

perform their functions in a professional role. It is the way in which teachers, in

their role, do with and for individuals differentiates teaching from other education

professionals.

Local Literature

New school year starts with old reminders about gross underlying old

problems hound the start of the new school year in the country.

. MANILA, Philippines - no rooms, few teachers, triple-shifting of students to

accommodate them logistically-challenged classes. These were among the

recurring problems reported to Education Secretary Armin Luistro as he made

the rounds of public schools Monday, the start of a new school year Masinag

(2011)

MANILA, Philippines - For education officials, the historic rollout of the

senior high school program was so far the best school opening, even as up to
 23

400,000 junior high school completers were estimated to have dropped out of the

Philippine education system.

Outgoing Education Secretary Armin Luistro said there were no

insurmountable problems during the resumption of classes yesterday. Problems

reported in several schools include classroom congestion in highly populated

areas, late enrollees and lack of teachers, facilities or learning materials.

Officials of the Department of Education (DepEd) said the issues are

solvable and the school division offices are ready to address the problems.

(2016)

In several schools, usual problems emerged during the opening of

classes.

Several schools had to divide classrooms to accommodate more students as

new buildings are still being constructed. Late enrollees were also reported to

have flocked to some schools during the opening.

Senior high school classes at the Batasan Hills National High School are

being held in ancillary rooms, as the new building which would cater to both

Grades 11 and 12 is unfinished.

In Lagro High School, some teachers declined the senior high school

items given to them, as they would be effectively demoted if they continued

teaching at junior high school.

Incoming ACT Teacher party-list Franz Castro expressed alarm over the

concerns of the teachers, which if left unresolved could result in more problems.
 24

Another common trend among public senior high schools is the low enrolment

rate.

In Batasan Hills, more than 2,600 students completed Grade 10 last

March, but only 89 have enrolled for senior high. The school has a capacity rate

of 670 Grade 11 students.

In Lagro, the school has 1,600 Grade 10 completers, but only 500 of the

800 senior high school slots have been filled.

The same case was recorded at the Commonwealth High School, where only

around 330 of 650 slots were filled. It had over 1,000 Grade 10 completers.

Luistro said historic figures would show that former fourth year high school

graduates usually enroll in private universities and colleges.

In Metro Manila, only 181 public senior high schools were established, while 574

non-DepEd schools were given permit to offer Grades 11 and 12.

Nationwide, public senior high schools outnumber non-DepEd schools: 5,990 to

5,046.

Luistro said they are not pushing away the students from the public

education system, but noted that they should be given opportunity to choose if

they want to enroll in private institutions.

The government is always burdened with the baclogs of the previous year

at the start of every school year. This is primarily due to low government

allocation in public education in all levels, from kindergarten to college (Casio,

2011).
 25

BILIRAN, Biliran, May 31 (PIA) - From the scale of one to ten, we are at seven,

a top official of the Department of Education (DepEd) in the Division of Biliran

answered when asked on their readiness relative to the opening of classes

including the first and full implementation of senior high school program of the

government on June 13, 2016.

Dr. Carmela R. Tamayo, schools division superintendent, DepEd-Division

of Biliran said that despite the challenges before the opening of classes for

school year 2016-2017 especially with the first year of full implementation of

senior high school program throughout the country, she is confident of hurdling

the problems and implement the program accordingly.

Biliran faclitated press conference and one of the activities of the Brigada

Eskwela 2016 regional and division kick-off ceremonies held at Biliran National

Agricultural High School (BNAHS), Biliran town, that they are on the right track

based on their plan minus some minor challenges they are facing relative to the

opening of classes especially with the full implementation of senior high school.

(Tamayo, 2016)

The deliveries of instructional materials and equipment for the K to 12

program to public elementary and secondary schools in the province of Biliran;

the series of development and enhancement trainings to teachers for the K to 12

program; the latest actual enrolment status of enrollees vs the registered

students for enrolment under the senior high school program; status of on-going

construction of school buildings particularly the buildings that will be used by the
 26

senior high school students; and the near completion of teacher items for the

senior high school program. (Tamayo, 2016)

The latest data of enrolment as of May, 2016 for the senior high school is

1,846 as against the registered number of enrolees of 2, 727 which is still

attainable since some students who enrolled at the Naval State University (NSU),

the only university in Biliran province and other private secondary schools in

cities plus the surplus of enrolees in some secondary schools in Biliran province

offering senior high school program are not yet recorded. (Tamayo, 2016)

As to the non-availability of some secondary school buildings that will be

used by senior high school students for school year 2016-2017, Tamayo assured

the public that they will use available rooms in secondary schools like

gymnasium, principals office, computer room and other vacant rooms.

Additional funds are allocated in areas where the school buildings were

redesigned because the construction site did not pass the soil testing conducted

by the Department Public Works and Highways (DPWH), Biliran District

Engineering Office (BDEO) in-charge of the construction of school building for

the senior high school program in Biliran province.

This, according to Dr. Tamayo, is part of their contingency measures they

have adopted to ensure smooth opening of classes come June 13.

She also presented to media the lacking teacher items particularly on the

subject pertaining to beauty care where there are few takers. However, she

said, she is now toying the possibility of hiring non-board passers but equipped

with NCII qualifications from TESDA to address the teaching gap.

 27

As Dr. Mariano M. Alimurung (2002) once said, Never before in the

history of teaching care is the need for the teacher and the pupils to work more

intimately and more independently as of now. The teacher can no longer be just

a mere onlooker, a passive member of the team devoid of initiative and decision

in instituting or at least initiating positive programs of learning process.

Anything that may contribute to the learning of the pupils should be

encouraged and anything that may hamper his improvement in his craft must be

stopped because someday she will become: a guardian of life and only person

who can help the teacher arrive at a correct teachings and who institute correct

and equally great responsibilities. The teachers realize and accept this thought

for her to prepare for it by continuing to study and training in the scientific facets

of the profession.

In the study conducted by Marcelino (2007) in his article describes the

development of a new consciousness in Philippine philosophy called

Philosopiyang Pilipino (Filipino Philosophy). It attempts to give national form

and substance to the scientific discipline of philosophy by critically examining the

strong influence of American philosophical models in Philippine philosophy and

explains how the practical implications of Philosopiyang Pilipino in therapy differ

from Western methods. It presents an alternative framework of looking at human

behavior particularly in the context of non-Western cultures and identifies key

concepts in understanding the Filipinos mind, personality, attitudes and values,

behavior, and good manners and right conduct. It elaborates on indigenous

research methods that are more relevant and appropriate to Philippine realities.
 28

Pondering on the word excellence are academics, achievements,

degree and awards the only bases of what excellence really means? Dont you

think the word excellence has something to do with the word responsibility

where in theyre responsible enough to accomplish all their works and duties.

Local Studies

The study of Sinang (2003) was conducted to determine the teaching

performance of private secondary school teachers in the selected municipalities

of Cotabato province.

Specifically, the study aimed to determine : the demographic profile of the

teachers from three types of private secondary schools, the teaching

performance of private secondary school teachers if the ratings of the

administrators significantly differ from the ratings of the peer group and self,

whether the teaching performance of teachers from three types of private schools

(sectarian, non-sectarian, and Madrasah) significantly differ, and the problems

encountered by the teachers in private secondary school.

This study used descriptive method of research. Complete enumeration of

teachers handling grade 7-12 from the randomly selected municipalities and

schools regardless of the number of years in service was made. The school

principal, at most five peer teachers and the self-served as raters of the teachers

performance. Questionnaire adopted from the Teaching Learning Observation

Chart (TLOC) of the Dep. Ed., Davao del Sur Division was used to gather data.
 29

Majority of the Respondents from the three private schools were female,

21-29 years old and married. They have been in the service for about 1-5 years.

Sectarian and non-sectarian school teachers were mostly college graduate, while

majority of the Madrasa teachers were high school graduates.

Generally, sectarian and non-sectarian school teachers passed the

PBET/LET whereas Madrasah teachers had no eligibility at all. Basically, most of

them have attended trainings. Most of sectarian school teachers received salary

of P6,100 and above while the non-sectarian school teachers P4,100 - P5000

and Madrasah teachers P2,100 - 3,000. This implies that private school teachers

have a low salary.

The performance of the sectarian and non-sectarian school teachers in

relation to the presentation, development of the lesson, expected student

behavior and warp-up rated very good. However, Madrasah teachers were rated

good. The ratings of the administrator, peer groups and self in the area of

presentation and development of the lesson, expected student behavior, and

wrap-up differed significantly at 5% level of significance. It was revealed that

peers gave the highest mean rating while the administrators and self gave

comparable ratings.

The teaching performance of the three groups of teachers in terms of

presentation and development of the lesson, expected student behavior and

wrap-up differed significantly at 5% level of significance. The Madrasah teachers

has the lowest mean rating, while ratings of sectarian and non-sectarian school

teachers were comparable. Most of the teachers from the three types of schools
 30

had common problems on management of students behavior towards learning,

lack of school facilities, minimal salary and benefits, and innovative methods and

techniques in teaching to cope with the multiple intelligence of the students.

Moreover, sectarian and non-sectarian school teachers stress that parents

support in school-related activities, values integration, techniques to combat the

existence of video games, and too much work in the school were also their

problem.

Meanwhile, Madrasah schools basically had a problem on teachers

qualifications since most of them were only high school graduates. Lack of

chairs, classrooms, and library, very low compensation and poor administration

were also specifically mentioned as problems (Sinang, 2003)

Psychology for New Secondary School Teachers. The curricula of teacher

education programs have been revised to bring in line with the recommendation

of National Council of Teacher Education. The Department of Education,

supporting studies is essential for the successful implementations of the new

curricula.

In this study the opportunity and challenges faced by the new secondary

school teachers are explained with Illustration. It is easy to read and understand

and related to the conditions under which Filipino teachers work.

The teacher is always referred as she in study probably as most teachers are

women. Teacher is compared with the gardener. Just a gardener continually

studies the plants under his care, a teacher must study the children for whom is

responsible.
 31

The researcher compares the teachers with scientific method i.e

Awareness of the problems, identification, collection of information, Organization

of information etc. The early adolescent characters like emotional outburst, and

sensory motor experiences are highlighted. The teacher is advised to be careful

in dealing with children of impressionable age.

No matter how humble a man may be needs to feel that he is

accomplishing something, which others will benefit from. In other words, he

needs to feel involved and to feel that his involvedness is tipping the balance

somewhere. This is what a teacher has to feel when she is in the classroom. She

has to feel that she is a part of the education team in rendering lessons to the

pupils because once she feels that she is involved, there is an inner force that

makes her become more alert and more aware of what she is doing. Her

awareness somehow will help her in avoiding committing too many mistakes and

this will surely improve her learning with regards to teaching because emotions

or feelings motivates one in the learning process. Stimuli that produce pleasant

and unpleasant feelings, or mild, or wrong emotions result in great differences in

the rate and extent of learning. It also enriches that actions of individual, inspires

them to heights of glory, creativeness or ambitions. It achieves big chances in

man, inspiring him to think of her things.

However, no matter how improved and complete a teacher may be, her

involvement in the group as well as good working relationship with co-workers

should be maintained because: Man a technically competent person finds it

difficult to relate other people, co-workers, superiors and other that creates the
 32

problems with performance of teaching care. In the teaching situation, it is

important to keep lines of communication open and free and to be able to interact

favorably with people at all levels. Personnel in the school must work together

with minimum of friction. Everyone has a responsibility to make certain that she

does nothing to contribute to tensions of unfavorable, interpersonal reationships,

whether they involve other members of the staff or visitor.

 33

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methods of research used, procedures and

sources of information in the formulation of the outcomes of the study were

discussed. It also explicates how the data are congregated through statistical

treatment of data on the answers bestowed by the samples of performed survey.

Research Design

The research design used by the researcher in this study is the descriptive

survey method using the questionnaire as main instrument in gathering needed

data.

Descriptive research is defined as the fact-finding with adequate

interpretation and the true meaning of date to be collected and reported from the

point of view of the objective and basic assumptions of the research.

According to Gonzales and Aquino (2005), this method is concern in

ascertaining the conditions which prevail in group of chosen for study. It deals

primarily with data gathering procedures and instrument to secure information.

In this study, the researcher attempted to present, analyze, interpret and

report the problems and perceptions met by the selected secondary school

teachers who presently teaching in different schools of Science City of Muoz,

Division of Science City of Muoz, Nueva Ecija.

 34

Locale of the Study

This study will be conducted in Science City of Muoz secondary schools

in Division of Science City of Muoz for school year 2016 2017.

Figure 2. Shows the Division map showing the location of the

school where the study will be conducted.
 35

Respondents of the Study

The respondents are Eighty-Two (82) secondary school teachers who are

presently teaching in different secondary schools at Science City of Muoz,

Division of Science City of Muoz, Nueva Ecija who answered the questionnaire.

Table 1 shows the distribution of teacher-respondent by school.

Table 1

Distribution of Teacher-Respondents

Secondary School Frequency Percent

1. CLSU Science High School 15 18.29
2. Gabaldon Integrated School 8 9.75
3. Magtangol Integrated School 9 10.98
4. Maragol Integrated School 9 10.98
5. Munoz National High School (Annex) 11 13.41
6. Munoz National High School (Main) 23 28.05
7. Palusapis Integrated School 7 8.54
TOTAL 82 100.00

Validation of the Instrument

A pre-survey was conducted to 12 respondents in two public secondary

schools not included as sample to determine the appropriateness, applicability

and clarity of the statements or questions.

The results of the pre-test were analyzed and showed a Cronbachs Alpha

coefficient of 0.903 indicating a good reliability of the instrument.

 36

The Instrument

According to Lupdag (2005), a questionnaire checklist is defined as the

kind of statistical analysis with series of questions handed out in document type

frequently to precise cluster of teacher respondent congregate information in

order to supply data and used the answer of the new secondary school teachers

respondents as an instrument to the study.

Information acquired might be based on the perceptual viewpoint of the

circumstances or customs that have been common to the secondary school

teacher respondents. The questionnaire checklist formulated will be categorized

into three (3) part.

The profile of the respondents that enclosed the individual information

made up the first part of the questionnaire. To ensure that all of the distributed

questionnaire will be fully accomplished and retrieved, the researcher will

personally distribute them and clarify all inquiries made by the respondents on

the items included in the checklist.

It is indicated in Part 2 of the questionnaire will be on the problems

encountered by beginning secondary school teachers in relation to personal

qualities and Part 3 of the questionnaire will be on problems encountered by the

beginning school teachers in relation to social relationship (students, immediate

superior, coordinators, principal, etc.) and problems encountered in relation to

professional competence. Due to limited time frame, the researcher made use of

a checklist questionnaire to collect answers of acknowledged respondents to

make the assessment of responses easy.

 37

The questionnaire being the simplest way is one of the tools to be used in

this study. A questionnaire checklist is a list of planned, written facts related to a

particular topic with space provided to indicate the response to each question

intended to each question intended for submission to a number of persona for

reply.

To ensure the effectiveness of the questionnaire as data gathering instrument,

the researcher adhered to the principle of the questionnaire construction. The

principles to be used are the following must be well organized and within the

comprehension of those who are to answer it; The question must be clearly and

briefly answered with a check mark of a fact or figure and the number of

questions requiring extensive subjective replies to a minimum; The demands of

the questionnaire must be reasonable; The questionnaire should require a

minimum amount of writing only; All aspects of the subject matter must be

covered by the questionnaire; Sampling of questionnaire and people answering

the questions must be attended to; The questions were answerable by encircling

by means of selection of the rankings from one to five; To give better accuracy to

this study, the researcher provided an extra space below to enable the

respondents to include their comments.

Statistical treatment of Data

The statistical treatment of data has been computed by means of

percentage of frequency occurrence, the weighted mean and the ranking

method, the answers were prearranged and presented in tabular system.

 38

Owing to the formula recommended by Tan-Barrientos (2007), the

percentage of the frequency of occurrence will be obtained.

F
Percentage of Frequency (%) ------------ x 100
N
Where:

% - Percentage of Frequency

F = Frequency

N = Total number of Respondents

The weighted mean or Mean Degree of respnses will be verified by

operating the subsequent formula.

TFV
WM = -----------
NN

Administration of the Instrument

Eighty-Two copies of the questionnaire are printed after the adviser has

approved it. It is to be distributed among selected new secondary school

teachers who are presently teaching in different schools of Science City of

Muoz, Division of Science City of Muoz, Nueva Ecija.

A request letter is addressed to the OIC-Schools Division Superintendent,

Division of Science City of Muoz, Dr. Catalina P. Paez, for permission to

conduct and distribute questionnaire to the selected secondary school teachers.

The distribution of the questionnaire was done after some revisions.

 39

Verbal Description

The following limits the level were used to categorize the classification of

responses will be applied according to the table or part given below:

a. Problems Encountered by the new secondary school teachers in relation to

Personal Qualities.

b. Problems Encountered by the new secondary school teachers in relation to

Social Relationship.

c. Problems Encountered on social relationship in relation to students.

d. Problem Encountered on social relationship in relation to my immediate

superior (coordinator, principal, etc.)

e. Problems Encountered in relation to professional competence.

Scale Verbal Response Range of Response

5 VS Very Serious 4.50 Above
4 MS Moderately Serious 3.50 4.49
3 SS Slightly Serious 2.50 3.49
2 NP Not a Problem 1.50 2.49
1 NSP Not a Serious 0.50 1.49

Problem
Ranking

Based on the weighted mean, ranking will be used to indicate the

positional advantage or relative placement of the different items to describe an

order of value from highest to lowest. The greater the weighted mea, the higher

the rank.
 40

When two or more items have identical means, their ranks will be

computed by getting the sum of their actual ranks and dividing the result by the

number of items with identical means (Tan-Barrientos, 2007).

Calderon, (2008) pointed out that data should be treated statistically

because it now plays a vital role on research study. A statistical method helps the

researcher in determining the validity and reliability of their research instrument.

Statistical manipulation organized raw data systematically to make the

latter appropriate for the study. It is used to test hypothesis, statistical treatments

give meaning and indispensably determining the levels of significance of vital

statistical measure.

Significant Relationship

The significance of relationship between personal profile of new

secondary school teacher respondents and the prblems encountered was

determined using the Pearson-Product Moment of Correlation Method.

Statistical treatment of data for this operation was done using the SPSS

(Statistical Program for Social Science) computer application.

The formula used for deriving the significance of relationship using the

Pearson Product Moment of Correlation Method as expostulated (Tan-Barrientos,

2007) is:

n(xy) (x)( y)

r=---------------------------------------------

[n(x2) (x)2] [n(y2) (y)2

 41

where:

Determining the value of r in Pearson Product Moment Correlation Coefficient

r = value of Pearson r/degree of relationship between x + y

a = number of paired observations/sample

xy = sum of product of x and y

x = sum of values of x/observed data from the independent variables

y = sum of values of y/observed data for the dependent variables

y2 = sum of squared values of y

x2 = sum of squared values of x

 42

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered which had been carefully

analyzed and interpreted. This information was primary derived from the survey

questionnaire checklist, distributed and collected from Eighty-Two (82) new

secondary school teachers of Division of Science City of Munoz, Nueva Ecija.

Other data other than the information obtained from the questionnaire checklist

were results of interviews, observations and readings done by the researcher.

Teacher-Respondents Profile as to:

Age:

Table 2 shows the distribution of new secondary school teacher-

respondents in terms of their age areas follows to wit: Fourteen (14) or 17.07

percent of the new secondary school teacher-respondents were below 25 years

of age followed by Thirty-Four (34) or 41.46 percent were 25 29; Twenty-Eight

(28) or 34.15 fall within 30 34 years of age; and Six (6) or 7.32 belongs to 35

39 years of age. This shows that the highest number of new secondary school

teacher-respondents who presently teaching different sections in Division of

Science City of Muoz, Science City of Muoz, Nueva Ecija which is Thirty-Four

or 41.46 percent were at age range of 25-29 and mean age was 32.26 years and

maybe predicted to be active and energetic in their work. logically, the older the

persons are, the more exposed they are to situations, the more adjusted and

versatile they become, and vice-versa.

 43

Table 2

Teacher-Respondents According to Age

N=82

Age Range Frequency Percentage

Below 25 14 17.07
25 29 34 41.46
30 40 28 34.15
350-039 6 7.32
40 Above 0 0
TOTAL 82 100.00

Gender:

Table 3 shows the distribution of new secondary school teacher-

respondents in terms of their gender that there were 11 or 13.41 percent of the

respondents were male, followed by 71 or 86.59 percent were female. There are

more females than males who are employed either in secondary education or

teaching service. This implies that teaching is a female dominated profession and

as we all know as part of the education system who are teaching under the

Department of Education supervision have perseverance in their works and

activities.

Table 3

Teacher-Respondents According to Gender

N=82

Gender Frequency Percentage

Male 11 13.41
Female 71 86.59
TOTAL 82 100.00
 44

Civil Status:

The distribution of new secondary school teacher-respondents in terms of

their civil status (Table 4) shows that there were 74 or 90.24 percent of the

teacher-respondents were married followed by 8 or 9.76 percent were single and

0 or zero percent for widow/er. As shown on the above table, an overwhelming

majority were married. The majority of the respondents were married which could

be attributed to their young age and short work experience.

Table 4

Teacher-Respondents According to Gender

N=82

Civil Status Frequency Percentage

Single 8 9.76
Married 74 90.24
Widow/er 0 0
TOTAL 82 100.00

Monthly Salary

In terms of their monthly salary (Table 5). 65 or 79.27 percent for monthly

salary of P21,000 to P25,000.00 followed by 10 or 12.19 percent for monthly

salary of 16,000.00 to P20,000.00, and for below 16,000.00 got 5 or 6.10 lastly 2

or 2.44 for P26,000.00 and above. They may be considered as moderate-earner

teachers. This implies that public secondary schools have different ranges of

salary for the new secondary school teachers based on their qualifications.

These salaries are low compared to other professionals; but they are striving to

grow professionally and have shown loyalty to the profession.

 45

Table 5

Teacher-Respondents According to Monthly Salary

N=82

Monthly Salary Frequency Percentage

26,000.00 and above 2 2.44
21,000 25,000 65 79.27
16,000 20,000 10 12.19
16,000 and below 5 6.10
TOTAL 82 100.00

Highest Educational Attainment

As gleaned in Table 6 the distribution of new secondary school teacher-

respondent in terms of their Highest Educational Attainment were 61 or 74.40

percent of the new secondary school teacher-respondents were Bachelors

Degree Holder and with professional license. The remaining 21 or 25.60 percent

were Bachelors Degree Holder with MA/MS Units, there were the

undergraduates of Masters degree and pursuing their continuing professional

development education. This implies that a great majority of the secondary

teachers are still underqualified based on the teachers law on educational

qualifications. Under republic Act No. 9175, article V Section 28, a member of a

faculty in school district teaching secondary education must have passed the

licensure examination for teachers.

 46

Table 6

Highest Educational Attainment of Teacher-Respondents

N=82

Frequenc
Highest Educational Attainement Percentage
y
Doctoral Degree 0 0.00
MA/MS with Doctoral Units 0 .0.00
Masters Degree 0 0.00
Bachelors Degree with MA/MS Units 21 25.60
Bachelors Degree 61 74.40

TOTAL 82 100.00

Length of Service

As shown in Table 7 majority 33 or 40.24 of the teacher-respondents

belonged to 3 4 bracket of length of service, while the rest 24 or 29.27 percent

were 5 years in length of service followed by 19 or 23.17 percent for 1 2 years

of service and 6 or 7.32 percent for below 1 year. However, results of the study

seem to suggest that years of experience may be related to role incompetence.

One such researcher, named Lin L.C. (2003), examined the relationship between

years of experience as an academic teacher in private school and public school

teacher behaviors. Novice teachers (1 year of experience) initiated active

learning behaviors with their pupils often than did more experienced teachers.

Chen S.M. (2003), who examined sources of stress in public school teachers

found that even those with an average of 1.5 years of teaching experience

reported time management challenges that came from balancing secondary

 47

school education, learning process, and administrative responsibilities with

academic responsibilities associated with being a graduate student. They were

surmise that role incompetence perceived by secondary teachers may be

attributed to a lack of experience in all of these rules. However, as mentioned

previously, one year of experience still may not be ideal for quality instruction due

to time constraints placed on secondary teachers. Veteran educators recommend

that teaching be reserved for those academicians who have had several years of

academic experience. In this way, the academician could mature in the role of

teaching competence before also assuming the role of public school teacher.

Table 7

Length of Service of Teacher-Respondents

N=82

Length of Service of Teacher-

Frequency Percentage
Respondents

Below 1 Year 6 7.32

12 19 23.17
34 33 40.24
5 Years 24 29.27

TOTAL 82 100.00

Table 8 presents the problems encountered by the new secondary school

teachers in relation to personal qualities in Division of Science City of Muoz,

Nueva Ecija.
 48

2.1 Personal Qualities. The new secondary school teachers indicated

favorable evaluation of their personality as attested to by the obtained average

weighted mean of 3.61 which falls under moderately serious on the scale.

As regard to item no.1. I have difficulty in adjusting to my vnew

environment obtained a weighted mean of 3.90 and verbally interpreted as

Moderately serious (MS) on the scale ranked 1.50. The result clearly described

that the respondents have familiarity with their environment. Many of them were

employed in the school district or if not, around the vicinity in District of Muoz,

Division of Science City of Muoz, Nueva Ecija. Also, acceptance level from self

and their peers has already been established. According to Dr. Anselmo Lupdag

(2007) educator self-acceptance is the single most important step in bettering

ourselves morally, psychologically, and spiritually to gradually adopt to our new

environment.

Relative to item no.2, I have difficulty in controlling my temper obtained a

weighted mean of 3.05 and verbally interpreted as Moderately serious(MS) on

the scale, ranked 5. This implies that the respondents always tried to control

his/her temper as much as possible. However, there are occasions when it is

difficult to do so when the pupils consistently violate regulations and do not

respect them as teachers which provoke them to lose their temper. Also, they

have enough patience to their pupils and have a sense of control with regards to

the stubborn pupils.

With regard to item no.3, I am not confident in myself obtained a

weighted mean of 3.55 and verbally interpreted as Moderately serious (MS)on

 49

the scale, ranked 4. This implies that no matter how efficient a teacher is, pupils

have always find criticism. Sometimes it is the way one wears his clothes, or it

might be how the teacher pronounce the words, or how he combs his hair, or

anything, obvious or not, but on the contrary, some participants are not bothered

by these criticisms. They are confident enough that they can do their duty and

are equipped with the necessary knowledge, skills and attitude.

Item No. 4, I have difficulty in decision-making obtained a weighted

mean of 3.90 and interpreted as Moderately serious (MS) on the scale, ranked

1.50. This shows that majority of the research respondents have high regard

towards integrity and dignity. They possess the virtue of autonomy (having the

freedom to make choices about issues affecting their lives) they do not walk with

anyones shadow. They live as what they believe. Respondents have a high self-

esteem and self-confidence to make decisions for themselves.

Item No.5, I am physically and emotionally drained from my work at the

end of the day obtained a weighted mean of 3.67 and verbally interpreted as

Moderately serious (MS) on the scale, ranked 3. This implies that research

respondents are physically and mentally healthy in their job. Theres a lot of

stress debriefing activities that they can be used. Also they used an efficient

management of time and energy to sustain stress and anxiety Africa, (2008).
 50

Table 8

Problems Encountered by the New Secondary School Teachers in Relation

to Personal Qualities

N=82

ITEM M VI RANK
Moderately
1. I have difficulty in adjusting to my
3.90 Serious 1.50
new environment
(MS)
2. I have difficulty in controlling my Slightly Serious
3.05 5
temper. (SS)
Moderately
3. I am not confident in my self 3.55 Serious 4
(MS)
Moderately
4. I have difficulty in decision-making 3.90 Serious 1.50
(MS)
5. I am physically and emotionally Moderately
drained from my work at the end of the 3.67 Serious 3
day. (MS)
Moderately
AVERAGED WEIGHTED MEAN 3.61 Serious
(MS)
Scale Verbal Response Range of Responses

5 VS Very Serious 4.50 ABOVE

4 MS Moderately Serious 3.50 4.49
3 SS Slightly Serious 2.50 3.49
2 NP Not a Problem 1.50 2.49
1 NSP Not a serious 0.50 1.49
Problem
Social Relationship. Table 9 shows the summary of responses of the new

secondary school teachers in relation to social relationships in Division of

Science City of Muoz, Nueva Ecija. As gleaned from the data, the beginners

indicated favorable situations and evaluation towards social relationship. This is

 51

attested to by obtained average weighted mean of 3.44 and described as

Moderately serious (MS).

Item no.1, I am not at ease in the company obtained a weighted mean of

3.30 and verbally interpreted as Slightly Serious (SS) on the scale, ranked 4.

This implies that they have no uncertainties regarding their peers and they have

considered significant factors to develop and establish good relationship between

themselves and others. Further, it also implies that a level of peer familiarity and

peer interaction has already been established.

Item No. 2, I am not welcome in the group because I am new obtained a

weighted mean of 3.40 and verbally interpreted as Slightly Serious (SS) on the

scale, ranked 2. This implies that some institutions do not segregate that old from

the new beginning teachers. They may be different in rank but they certainly do

not treat a new beginning secondary teachers as inferior. Furthermore, the peers

make them feel that they believe in their capacity and consider them as an asset

in the group.

Item no.3, That my fellow workers are difficult to approach obtained a

weighted mean of 3.90 and verbally interpreted as Moderately Serious (MS) on

the scale, ranked 1. These findings imply that this is not a big problem to the new

secondary teachers because they certainly know the right things to say and do

with the right people. They may be exceptional to a few whom they have difficulty

in approaching not because these people do not want to talk with them but they

are almost always busy whenever they see them. Furthermore, most of them are

approachable and friendly. Some secondary teachers who are new maybe
 52

nervous at first to start a conversation, but the old ones are friendly and they

include the new teacher in their conversation.

Item no. 4, That they are better than I physically, emotionally and

intellectually obtained a weighted mean of 3.27 and verbally interpreted as

Slightly Serious (SS) on the scale, ranked 5. This implies that majority of the

respondents believe that they have sufficient knowledge and capabilities to each

efficiently. Further, the institution may provide the necessary support they need

for them to feel secured in their job.

Item No.5, That I will find difficulty in coping with crab mentality and

insecurities of of other members of the high school teachers obtained a

weighted mean of 3.33 and verbally interpreted as Slightly Serious (SS) on the

scale, tanked 3. The findings imply that it cannot be denied that sometimes that

in every group there are some who always will pull you down, some members of

the new beginning secondary teachers are fault finders who sometimes stay on

guard to find ones error and if ever they find mistakes they are there to criticize

rather than to help other. Furthermore, theres sometimes a failure in establishing

a strong foundation of peer interaction and bonding time to foster a harmonious

relationship, Putnam (2008).

 53

Table 9

Problems Encountered by the New Secondary School Teachers in Relation

to Social Relationships

N=82

ITEM M VI RANK
Slightly Serious
1. I am not at ease in the company 3.30 4
(SS)
2. I am not welcome in the group Slightly Serious
3.40 2
because I am new. (SS)
3. That my fellow workers are difficult to Moderately
3.90 1
approach. Serious (MS)
4. That they are better than I physically, Slightly Serious
3.27 5
emotionally and intellectually. (SS)
5. That I will find difficulty in coping with
crab mentality and insecurities of Slightly Serious
3.44 3
other members of the high school (SS)
teachers
Moderately
AVERAGE WEIGHTED MEAN 3.44
Serious (MS)
Scale Verbal Response Range of Responses

5 VS Very Serious 4.50 ABOVE

4 MS Moderately Serious 3.50 4.49
3 SS Slightly Serious 2.50 3.49
2 NP Not a Problem 1.50 2.49
1 NSP Not a serious 0.50 1.49
Problem

Table 10 shows the summary of data on the perceived problems of the

new secondary school teachers in relation to pupils in Division of Science City of

Muoz, Nueva Ecija. As gleaned from the data. The beginners indicated

favorable situations and evaluation towards pupils. This is attested to by obtained

 54

average weighted mean of 3.44 which falls under Moderately Serious (MS) on

the scale.

Item no.1, I have difficulty in enforcing discipline on my pupils obtained a

weighted mean of 3.79 and verbally as Moderately Serious on the scale, ranked

4.

Item No.2, Fear of not being effective in teaching obtained a weighted

mean of 3.63 and verbally interpreted as Moderately Serious (MS) on the scale,

ranked 5.

Item No.3, Fear of being blamed if they will not learn from me obtained a

weighted mean of 3.94 and verbally interpreted as Moderately Serious (MS) on

the scale, ranked 2.

Item No.4, Difficulty in dealing with pupils irregularity in attendance and

promptness (tardiness and absenteeism), obtained a weighted mean of 4.25 and

verbally interpreted as Moderately Serious (MS) on the scale, ranked 1.

Item No. 5, Difficulty in dealing with pupils poor study habits and different

learning styles obtained a weighted mean of 3.91 and verbally interpreted as

Moderately Serious (MS) on the scale, ranked 3.

 55

Table 10

Problems Encountered by the New Secondary School Teachers in Relation

to Pupils

N=82

ITEM M VI RANK
1. I have difficulty in enforcing Moderately
3.79 4
discipline on my students. Serious (MS)
2. Fear of not being effective in Moderately
3.63 5
teaching. Serious (MS)
3. Fear of being blamed if they will not Moderately
3.94 2
learn from me. Serious (MS)
4. Difficulty in dealing with students
irregularity in attendance and Moderately
4.25 1
promptness (tardiness and Serious (MS)
absenteeism).
5. Difficulty in dealing with students
Moderately
poor study habits and different learning 3.44 3
Serious (MS)
styles.
Moderately
AVERAGE WEIGHTED MEAN 3.44 Serious
(MS)
Scale Verbal Response Range of Responses

5 VS Very Serious 4.50 ABOVE

4 MS Moderately Serious 3.50 4.49
3 SS Slightly Serious 2.50 3.49
2 NP Not a Problem 1.50 2.49
1 NSP Not a serious 0.50 1.49
Problem

Problems encountered on social relationship in relation to my immediate

superior (coordinators, principal, etc.) Table 11 shows the summary of data on

the perceived problems of the new secondary school teachers in relation to my

 56

immediate superior (coordinators, principal, etc.) in Division of Science City of

Muoz, Nueva Ecija on their students. As gleaned from the data. The beginning

teachers positive feedback towards their immediate superiors as attested to by

the obtained average weighted mean of 3.32 which falls under Slightly Serious

(SS) on the scale.

Item No.1, That my superiors do not appreciate my work obtained a

weighted mean of 3.51 and verbally interpreted as Moderately Serious (MS) on

the scale, ranked 3.50. the findings imply that the beginners averred that

superior-subordinate relationship might if not strongly affects the learning and

development of pupils, the data implies that superiors are not too critical when it

comes to subordinate. It also implies that superiors are supportive to the

beginners and that they are ready to provide them assistance in their work. This

also implies that secondary teachers are viewed as a welcome addition to their

superiors and consider them as an asset to the department.

Item No.2, Of not meeting their expectations obtained a weighted mean

of 3.51 and verbally interpreted as Slightly Serious (SS) on the scale, ranked

7.50. The findings imply that the research respondents can anticipate their needs

and they know beforehand that teaching job entails responsibilities not only to

themselves, nor the pupils but even to the institution. Further, this is not a grave

problem among them because they try their best to live up to the expectations of

their superiors who had trusted them and hired them with the hope that they will

help them in transforming their pupils.

 57

Item No.3, That they will criticize my work obtained a weighted mean of

3.28 and verbally interpreted as Slightly Serious (SS) on the scale, ranked 5.50.

Item No.4, Of having too heavy workload obtained a weighted mean of

2.92 and verbally interpreted as Slightly Serious (SS) on the scale, ranked 9.50.

The result clearly describes that this item poses to be a grave problem to the

beginners based on the data because they are too heavy workload will take away

much time to be spent with family, friends, loved ones and especially for

themselves. Sometimes they are given tasks or workload outside their job

description. Furthermore, given the fact that they are beginning teachers they are

not that effective as time managers, they are afraid not to meet the schedules

and deadlines in formulating the syllabus, plan of activities and lesson plans.

They do not know what to expect with that new experience in their life. Also,

problems occur when there is inefficient scheduling by coordinations which result

in time management problem for new beginning teachers.

Item No.5, Of being torn between demands of classroom instructions

obtained a weighted mean of 3.52 and verbally interpreted as Moderately

Serious (MS)on the scale, ranked 2. This implies that these responses have

occur due to inefficient scheduling of duties and teaching loads and unequal

distribution of workload. This responsibility is never a problem to the respondents

according to them as they know beforehand what their job entails and that they

have responsibility not only to themselves but also pupils and even to the

institution in which they belong. Furthermore, they are afraid that they will not

perform their duty effectively on both aspects.

 58

Item No.6, The time constraints in covering my work within the eight-hour

period obtained a weighted mean of 3.51 and verbally interpreted as

Moderately Serious (MS) on the scale, ranked 3.50. This finding implies that

respondents have effective time management in meeting schedules and efficient

planning of activities. Also, time saving technique has already been established.

Item No.7, My inability to meet conflicting demands of my high school co-

teachers constituencies obtained a weighted mean of 3.09 and verbally

interpreted as Slightly Serious (SS) on the scale, ranked 7. This implies that the

beginning teachers have the heart and passion in their profession and always

anticipate the needs and welfare of their pupils. Also, they share a common bond

in providing quality studies to welcome each other.

Item No.8, Insecure of my progress on the job as a high school teacher

obtained a weighted mean of 3.28 and verbally interpreted as Slightly Serious

(SS) on the scale, ranked 7.50. The findings clearly imply that the criteria for

promotions are unclear and not followed. Sometimes, merit and seniority does

not seem to count as much as having an influential endorser.

Item No.9, The insufficient recognition from the school personnel

obtained a weighted mean of 2.92 and verbally interpreted as Slightly Serious

(SS) on the scale, ranked 9.50. This shows that majority of the new beginning

teacher respondents positions are almost considered as peers by most

personnel in helping provide quality teachings, making it easy for them to fit in.

Teachers are viewed as a welcome addition by educators.

 59

Item No.10, The inability to get along well with the school personnel

obtained a weighted mean of 3.51 and verbally interpreted as Moderately

Serious (MS) on the scale, ranked 1. This implies that because of their

experience as teachers before, the beginners are usually informed with school

social settings giving them the advantage of familiarity. On the other hand, in orer

to maintain a working relationship with other school staff, teachers allotted time

for peer interaction and bonding to establish rapport and trust.

Table 11
Problems Encountered on Social Relationship in relation to my
Immediate Superior (coordinators, principals, etc.)
N=82
ITEM M VI RANK
1. That my superiors do not appreciate my Moderately
3.51 3.50
work. Serious (MS)
Slightly Serious
2. Of not meeting their expectations 3.09 7.50
(SS)
Slightly Serious
3. That they will criticize my work. 3.28 5.50
(SS)
Slightly Serious
4. Of having too heavy workload. 2.92 9.50
(SS)
5. Of being torn between demands of Moderately
3.52 2
classroom instructions. Serious (MS)
6. The time constraints in covering my work Moderately
3.51 3.50
within the eight-hour period. Serious (MS)
7. My inability to meet conflicting demands
Slightly Serious
of my high school co-teachers 3.09 7.50
(SS)
constituencies.
8. Insecure of my progress on the job as a Slightly Serious
3.28 5.50
high school teacher. (SS)
9. The insufficient recognition from the Slightly Serious
2.92 9.50
school personnel. (SS)
10. The inability to get along well with the Moderately
4 1
school personnel. Serious (MS)
Slightly Serious
AVERAGE WEIGHTED MEAN 3.31
(SS)
 60

Scale Verbal Response Range of Responses

5 VS Very Serious 4.50 ABOVE
4 MS Moderately Serious 3.50 4.49
3 SS Slightly Serious 2.50 3.49
2 NP Not a Problem 1.50 2.49
1 NSP Not a serious 0.50 1.49
Problem
Problems Encountered in relation to Professional Competence Table 12

shows the summary of data on the perceived problems of the new secondary

school teachers in relation to professional competence in Division of Science City

of Muoz, Nueva Ecija on their students. As gleaned from the data. The

beginning teachers positive feedback towards their professional competence as

attested to by the obtained average weighted mean of 3.42 which falls under

Slightly Serious (SS) on the scale.

Item No. 1, That they will not cooperate with regards to the rules and

regulations of the school obtained a weighted mean of 4.00 and verbally

interpreted as Moderately Serious (MS) on the scale, ranked 1. This finding

implies that the relatives were properly oriented about the school rules and

regulations. This also means that a trusting relationship has been established.

Item No. 2, Of being physically and verbally harmed in case of

unexpected injury to the pupils obtained a weighted mean of 3.76 and verbally

interpreted as Moderately Serious (MS) on the scale, ranked 2. This implies

that the new beginning teachers are aware that their actions have professional,

ethical, moral, and legal dimensions, the reason why they strive to perform their

work in the best interest of all concerned. This also implies that the respondents

uphold the pupils rights when conflict arises regarding management of the care

of the clients.
 61

Item No.3, Of not meeting the demands of the relatives obtained a

weighted mean of 3.09 and verbally interpreted as Slightly Serious (SS) on the

scale, ranked 8. This implies that the new beginning teachers and the pupils

relatives work together towards a common goal which is promotion of health,

prevention of illness, alleviation of sufferings and restoration of knowledge.

Furthermore, the respondents can maintain a trusting and collaborative working

relationship with the relatives of the pupils.

tem No.4, unsure of relatives trust in me as a high school teacher

obtained a weighted mean of 3.09 and verbally interpreted as Moderately

Serious (MS) on the scale, ranked 3.50. The result clearly describes that the

new beginning teachers in solidarity with pupils relatives in working for the

client's best interest. This also implies that the teacher safeguards the clients

rights., and consistently showed professional competence and principles of

ethics.

tem No.5, Of my inability to communicate well with my pupils relatives

obtained a weighted mean of 3.52 and verbally interpreted as Moderately

Serious (MS) on the scale, ranked 5. This shows that majority of the

respondents communicate truthfully and accurately which attracts respect, open

communication, trust, and shared responsibility. They provide the pupils/family all

pertinent information except those which may be deemed harmful to their well-

being. This also means that the respondents refrain from making unfair

unwarranted comments or criticism to anybody.

 62

tem No.6, Inadequate and lack of expertise in my work obtained a

weighted mean of 3.55 and verbally interpreted as Moderately Serious (MS) on

the scale, ranked 3.50. The findings imply that the research respondents take it

as primordial duty to acquire mastery of the subject, the beginners are good that

they can always give the pupils lesson suitable in their learning ability. This

implies also that they devote enough time, effort and money for trainings,

seminars and continuing professional development course like Masters degree

in Educational Management to keep them abreast with current issues, trends and

updates that will further enhance their knowledge.

tem No.7, Inability to provide all the teaching materials for my pupils

obtained a weighted mean of 3.02 and verbally interpreted as Slightly Serious

(SS) on the scale, ranked 10. This implies that the teachers were able to provide

relevant state of the art facilities, updates and other related studies to make

learning exciting and easier. Furthermore, the administration and superiors were

very supportive in giving the necessary materials and devices to be utilized by

the teachers.

tem No.8, Difficulty of making the pupils understand the lesson I am

discussing obtained a weighted mean of 3.09 and verbally interpreted as

Slightly Serious (SS) on the scale, ranked 8. This implies that the beginning

teachers make some efforts and certain modalities to make the lesson clear,

specific and easily understood. This shows that the teachers already knew the

degree and equality of interaction they must allocate among their pupils, that they

identify the strengths and weaknesses of their pupils and their attitudes towards
 63

studying and making the necessary adjustment in motivation, approaches and

teaching modalities to encourage better pupil engagement in learning.

tem No.9, Difficulty in expressing myself in English so I use Filipino

Language instead obtained a weighted mean of 3.51 and verbally interpreted as

Moderately Serious (MS) on the scale, ranked 6. The result describes that the

research respondents and their institutions do not provide continuous program of

teacher development like English proficiency program that will develop further the

writing, reading and speaking ability and the teachers command of English

language. Further, the teachers seldom used/practiced the universal language

which is English in their mode of teaching.

Item No.10, Difficulty in motivating pupils ot be at their best and utilizing

appropriate teaching strategies obtained a weighted mean of 3.09 and verbally

interpreted as Slightly Serious (SS) on the scale, ranked 8. This finding shows

that theres a failure on the part of the teacher in providing a conducive learning

environment to be able for pupils to focus and concentrate in studying their

lessons, that the teachers also forgot to include the cooperation of the parents or

relatives, communicating with them when necessary in order to find ways on how

to motivate their son/daughter to study hard. This implies also that there is lack of

pupils interaction with the teachers as on of the factors to consider, such as one

on one conversation to the pupils who are not highly motivated and those who

got low score in the exams in order to verbalize their feelings and concerns and

identify what seems to be the problems and also to help them make concrete

solutions to the problem.

64
 65

Table 12
Problems Encountered in Relation to Professional Competence
N=82
ITEM M VI RANK
1. That they will not cooperate with regards Moderately
4.00 1
to the rules and regulations of the school Serious (MS)
2. Of being physically and verbally harmed Moderately
3.76 2
in case of unexpected injury to the pupils Serious (MS)
3. Of not meeting the demands of the Slightly Serious
3.09 8
relatives (SS)
4. Unsure of relatives trust in me as a high Moderately
3.55 3.50
school teacher Serious (MS)
5. Of my inability to communicate well with Moderately
3.52 5
my pupils relatives Serious (MS)
6. Inadequate and lack of expertise in my Moderately
3.55 3.50
work Serious (MS)
7. Inability to provide all the teaching Slightly Serious
3.02 10
materials for my pupils (SS)
8. Difficulty of making the pupils understand Slightly Serious
3.09 8
the lesson I am discussing (SS)
9. Difficulty in expressing myself in English Moderately
3.51 6
so I use Filipino Language instead Serious (MS)
10. Difficulty in motivating pupils ot be at
Slightly Serious
their best and utilizing appropriate teaching 3.09 8
(SS)
strategies
Slightly Serious
AVERAGE WEIGHTED MEAN 3.42
(SS)
Scale Verbal Response Range of Responses
5 VS Very Serious 4.50 ABOVE
4 MS Moderately Serious 3.50 4.49
3 SS Slightly Serious 2.50 3.49
2 NP Not a Problem 1.50 2.49
1 NSP Not a serious 0.50 1.49
Problem

Table 13 the research is using this design of Correlation studies enables

the researcher to determine the strength of relationship between variables by

 66

determining how changes in another variable. The value of Pearson r Product

Moment Correlation Coefficient is negative 0.784915882.

This implies that all profile variables such as age, sex, civil statues,

monthly salary, length of service as a secondary school teachers and highest

educational attainment were found no direct relationship on the problems

encountered by the beginning teachers in terms of personal qualities, social

relationships, and professional competence. This can be interpreted that young

and old, male or female, married or single, has low monthly salary, old new in the

teaching profession, Bachelors degree or Masters degree.

All the concerned values on Pearson method were found lesser than the

table values of 0.5 level of significance. This clearly indicated that these profile

variables of the new secondary teachers were not factors that affects the

management of their problems. This means that these teachers no matter what

their age, sex, civil statues, monthly salary, length of service as secondary

teachers and highest educational attainment can cope with the problems

encountered in relation to personal qualities, social relationship, and professional

competence.
 67

Table 13

The Significant relationship between the personal profile variables of the

beginning secondary school teachers and the problems encountered in

relation to personal qualities; social relationship; and professional

competence

Problems encountered in relation to personal qualities;

Profile social relationship; and professional competence
Variables Table
X2Value df Decision Significance
Value
Accept
AGE 4.859 6 12.592 Not Significant
HO
Accept
GENDER 1.343 3 7.815 Not Significant
HO
Accept
CIVIL STATUS 3.966 6 12.592 Not Significant
HO
MONTHLY Accept
3.583 9 16.919 Not Significant
SALARY HO
LENGTH OF
SERVICE AS
Accept
SECONDARY 2.565 9 16.919 Not Significant
HO
SCHOOL
TEACHER
HIGHEST
Accept
EDUCATIONAL 3.673 6 12.592 Not Significant
HO
ATTAINMENT
 68

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the brief summary of findings conclusions arrived at

and the recommendation offered. This search study sought to investigate and

answer the instruments which is the questionnaire checklist about Problems

Encountered in Teaching Strategies and How Managed by New Secondary

School Teachers in Division of Science City of Muoz, Nueva Ecija which

contained the following questions on how may the profile of the beginning

secondary school teachers be described in terms of age; sex; civil status;

monthly salary; length of service as secondary school teachers; and highest

educational attainment?; How may the problems of the beginning secondary

school teachers be described in relation to personal qualities; social

relationships; and professional competence?; Is there a significant relationship

between the personal profile (age, sex, civil statues, monthly salary, length of

service as secondary teachers and highest educational attainment) of the

beginning secondary school teachers and the problems encountered in relation

to personal qualities; social personal profile (age, sex, civil statues, monthly

salary, length of service as secondary school teachers and highest educational

attainment) of the beginning secondary school teachers and the management of

problems in relation to personal qualities; social relationship; and professional

competence?
 69

The method of research used in this study was the descriptive method of

research which is fact-finding with adequate and accurate interpretations of the

data gathered from the survey questionnaires.

The study used to descriptive statistics such as the frequency counts and

the percentages and the narrative statements for analysis and interpretation of

the data gathered from the questionnaire checklist and the problems of the

beginning secondary school teachers be described in relation to personal

qualities; social relationship; and professional competence.

Summary of Findings

The following are the summary of findings of the study which follows the

sequence of the specific problems given under the statement of the problem in

Chapter 1.

Teacher-Respondents Profile as to:

Age

Table 2 shows the distribution of new secondary school teacher-

respondents in terms of their age are as follows to wit. 14 or 17.07 percent of the

new secondary school teacher-respondent were below 25 years of age followed

by 34 or 41.46 percent were 25 29;28 or 34.15 fall within 30 to 40 years of age;

and 6 or 7.32 belong to 35 to 39 years of age.

Gender

Table 3 shows the distribution of new secondary school teacher-

respondents in terms of their gender that there were 11 or 13.41 percent of the

respondents were male, followed by 71 or 86.59 percent were female. There are
 70

more females than males who are employed either in secondary education or

teaching service.

Civil Statues

The distribution of new secondary teacher-respondents in terms of their

civil statues (Table 4) shows that there were 74 or 90.24 percent of the teacher-

respondents were married followed by 8 or 9.76 percent were single and 0 or 0

percent for widow/er.

Monthly Salary

In terms of their monthly salary (Table 5). 65 or 79.27 percent for monthly

salary of P21,000 to P25,000.00 followed by 10 or 12.19 percent for monthly

salary of 16,000.00 to P20,000.00, and for below 16,000.00 got 5 or 6.10 lastly 2

or 2.44 for P26,000.00 and above.

Highest Educational Attainment

As gleaned in Table 6 the distribution of new secondary school teacher-

respondent in terms of their Highest Educational Attainment were 61 or 74.40

percent of the new secondary school teacher-respondents were Bachelors

Degree Holder and with professional license. The remaining 21 or 25.60 percent

were Bachelors Degree Holder with MA/MS Units, there were the

undergraduates of Masters degree and pursuing their continuing professional

development education.

Length of Service

As shown in Table 7 majority 33 or 40.24 of the teacher-respondents

belonged to 3 4 bracket of length of service, while the rest 24 or 29.27 percent

 71

were 5 years in length of service followed by 19 or 23.17 percent for 1 2 years

of service and 6 or 7.32 percent for below 1 year.

Table 8 presents the problems encountered by the new secondary school

teachers in relation to personal qualities in Division of Science City of Muoz,

Nueva Ecija.

Personal Qualities. The new secondary school teachers indicated

favorable evaluation of their personality as attested to by the obtained average

weighted mean of 3.61 which falls under moderately serious on the scale.

Social Relationship. Table 9 shows the summary of responses of the new

secondary school teachers in relation to social relationships in Division of

Science City of Muoz, Nueva Ecija. As gleaned from the data, the beginners

indicated favorable situations and evaluation towards social relationship. This is

attested to by obtained average weighted mean of 3.44 and described as

Moderately serious (MS)

Table 10 shows the summary of data on the perceived problems of the

new secondary school teachers in relation to pupils in Division of Science City of

Muoz, Nueva Ecija. As gleaned from the data. The beginners indicated

favorable situations and evaluation towards pupils. This is attested to by obtained

average weighted mean of 3.44 which falls under Moderately Serious (MS) on

the scale.

Problems encountered on social relationship in relation to my immediate

superior (coordinators, principal, etc.) Table 11 shows the summary of data on

the perceived problems of the new secondary school teachers in relation to my

 72

immediate superior (coordinators, principal, etc.) in Division of Science City of

Muoz, Nueva Ecija on their students. As gleaned from the data. The beginning

teachers positive feedback towards their immediate superiors as attested to by

the obtained average weighted mean of 3.32 which falls under Slightly Serious

(SS) on the scale.

Problems Encountered in relation to Professional Competence Table 12

shows the summary of data on the perceived problems of the new secondary

school teachers in relation to professional competence in Division of Science City

of Muoz, Nueva Ecija on their students. As gleaned from the data. The

beginning teachers positive feedback towards their professional competence as

attested to by the obtained average weighted mean of 3.42 which falls under

Slightly Serious (SS) on the scale.

Table 13 the research is using this design of Correlation studies enables

the researcher to determine the strength of relationship between variables by

determining how changes in another variable. The value of Pearson r Product

Moment Correlation Coefficient is negative 0.784915882.

Conclusions

Based on the summary of findings arrived at, the following conclusions are

drawn:

1. Majority of the new secondary teachers are young, female and

married, with monthly salary of Php 15,000.00 and above, and with
 73

masters degree units earned and can be predicted as energetic,

enthusiastic and potential future professional educators.

2. The problem encountered by the new secondary teachers in personal

qualities; social relationship; and professional competence are slightly

serious with which they will be challenged as they continue their work.
3. The new secondary teachers moderately serious in the management

of problems encountered in relation to personal qualities; social

relationship; and professional competence. This indicates that they can

tackle or manage the problems they may come across as they mature

and gain more experience.

4. There is no significant relationship between the personal profile (age,

sex, civil statues, monthly salary, length of service as secondary school

teacher, and highest educational attainment) of the beginning

secondary school teachers and the problem they encounter and in the

management of said problems, hence the hypotheses were accepted.

Recommendations

Based on the conclusions, the following recommendations are suggested

by the researcher:

1. Public secondary school administrator must design a program that will

financially assist the new secondary school teachers in their continuing

professional development education.

2. The new secondary school teachers in the Division of Science City of

Muoz, Nueva Ecija should be encouraged by their immediate superiors

to pursue their masters degree in educational management in compliance

 74

with the qualifications required for secondary school teacher members as

specified in R.A. No.9173. Furthermore, the new secondary school

teachers should grab all opportunities to enhance their skills and

knowledge by attending seminars and trainings to keep them abreast with

the latest trends, current issues and teachers update to be globally

competitive, and to promote the general welfare of the pupils.

3. The new secondary school teachers should be keen observers on the

degree and quality of interaction among pupils. Know pupils attitude

toward studying their lessons and make the necessary adjustment in

motivation approaches and teaching modalities to encourage better pupil

engagement in learning. Low-performing pupils will have to be given more

conducive learning environment to be able to focus and concentrate in

studying their lessons. In the teachers attempt meet the needs of the

slow-learners, they should include them in a group of friends. They want to

be with, particularly those who can socially and mentally influence them,

finding themselves secure in such a group. They can also be given a peer

teacher and individualized instructional materials. One on one

conversation to the pupils who are not highly motivated, latecomers and

those who get low score in the quiz to verbalize their feelings and

concerns and identify what seem to be the problems. Lastly, ask for

cooperation of the parents or relatives, communicate with them when

necessary in order to find ways on how to motivate their son/daughter to

study hard.
 75

4. The school administrators must schedule the new secondary school

teachers program of duties and lectures with a wide margin for rest to

decrease anxiety.
5. The new secondary schoolteachers should continue the management of

problems encountered among co-teachers, pupils and school personnel.

6. The administration should provide the continuous program of teachers

development and implement effective ways of developing further the

writing, speaking, ability and the teachers command of English language,

like English Proficiency Program and should be mandatory to all members

of the teaching force.

7. A study of the effectivity of new secondary school teachers should be

conducted every now and then with parents as the respondents.

8. The study shall be replicated in order to validate the result of the findings,

by including the immediate superiors and school staff as respondents in

the study.

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Performance of Private School Teachers in Selected Minunicipalities,
72pp.

Tan-Barrientos, Cresita, Ph.D, Research Guide in Nursing Education, (Manila:

Science and Health Center, 2007)

Ukueze, A. 2007. Learner variable of academic performance: Adjustment of

Junior Secondary Student. The Counselor, 23(2): 172-183

Webster New Explorer Encyclopedic Dictionary. 2006. Merriam-Webster, Inc.

Federal Street Press. Springfield, MA

Internet Websites

http://www.philstar.com/headlines/2016/06/12/1592082/schools-all-set-opening
http://www.tandfonline.com/doi/abs/10.1080/00220671.1974.10884732
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Appendix A
SAMPLE QUESTIONNAIRE CHECKLIST

QUESTIONNAIRE CHECKLIST

PROBLEMS ENCOUNTERED IN TEACHING STRATEGIES AND HOW

MANAGE BY NEW SECONDARY SCHOOL TEACHERS IN DIVISION OF
SCIENCE CITY OF MUOZ.

Directions:

For Part 1 Personal Profile

Fill up the space provided for each item to establish a profile of your socio-
demographic characteristics. Please place an answer on all spaces for those that
are marked optional which may place an answer in or leave blank.
a. Name (Optional)
b. Age: c. Sex: d. Civil Status
e. Monthly Salary
f. Length of Service as Secondary school teacher
g. Highest Educational Attainment

Directions: Please put a check mark (/) on the blank provided before each
items applicable to you. In other items, write anything you would like to add
on the blanks provided others.

Part II. Directions: Below are items on the question about Problems
Encountered in Teaching Strategies and How Managed by New Secondary
School Teachers in the District of Science City of Muoz, Division of
Science City of Muoz Nueva Ecija. Please put (/) check mark to choose
any of the number to the space provided to best express your honest
opinion by using the following scales:

Scale Verbal Response

4 S Serious
3 MS Moderately
Serious
2 SS Slightly Serious
1 NP Not a Problem
 79

2.1 Problems Encountered by the new secondary school teachers in relation to

Personal Qualities.

Degree of Response

4 3 2 1
1. I have difficulty in adjusting to my new
environment
2. I have difficulty in controlling my temper
3. I am not confident in myself
4. I have difficulty in decision-making.
5. I am physically and emotionally drained
from my work at the end of the day
6. Others, Please Specify and Rate

2.2 Problems Encountered by the new secondary school teachers in Social

Relationship.

Degree of Response

4 3 2 1
1. I am not at ease in the company.
2. I am not welcome in the group.
3. That my fellow workers are difficulty to
approach.
4. That they are better than I physically,
emotionally and intellectually.
5. That I will find difficulty in coping with
crab mentality and insecurities of
other members of the secondary school
teachers.
6. Others, Please specify and rate
 80

2.3 Problems Encountered on social relationship in relation to Pupils.

Degree of Response

4 3 2 1
1. I have difficulty in enforcing discipline on my
pupil.
2. Fear of not being effective on teaching.
3. Fear of being blamed if they will not learn from
me..
4. Difficulty in dealing with pupils irregularity in
attendance and promptness (tardiness and
absenteeism).
5. Difficulty in dealing with pupils poor study
habits and different learning styles.
6. Others, Please specify and rate

2.2 Problems Encountered on social relationship in relation to my immediate

superior (coordinators, principals, etc.).

Degree of Response

4 3 2 1
1. That my superiors do not appreciate my work.
2. Of not meeting their expectations.
3. That they will criticize my work.
4. Of having too heavy workload.
5. Of being torn between demands of classroom
instructions..
6. The time constraints in covering my work
within eight-hour period.
7. My inability to meet conflicting demands of my
secondary co-teachers constituencies.
8. Insecure of my progress on the job as a
secondary school teacher.
9. The insufficient recognition from the school
personnel.
10. The inability to get along well with the school
personnel.
11. Others, Please specify and rate
2.3 Problems Encountered in relation to professional competence.

Degree of Response
 81

4 3 2 1
1. That they will not cooperate with regards to the
rules and regulations of the school.
2. Of being physically and verbally harmed in
case of unexpected injury to the pupils.
3. Of not meeting the demands of the relatives.
4. Unsure of relatives trust in me as a secondary
school teacher.
5. Of my inability to communicate well with my
pupil relatives.
6. Inadequate and lack of expertise in my work.
7. Inability to provide all the teaching materials
for my pupils.
8. Difficulty of making the pupils understand the
lesson I am discussing.
9. Difficulty in expressing myself in English so I
use Tagalog language.
10. Difficulty in motivating pupils to be at their
best and utilizing appropriate teaching
strategies.
11. Others, Please specify and rate
 82

Appendix B
Letter Request to Conduct Study
 83

Appendix C
Approved Request to Conduct Study
 84

Appendix D
Curriculum Vitae