Perceived teaching effectiveness of elementary school teachers at Parang District, Ministry of Basic, Higher and Technical Education in Sulu

Ferwina Laja; Masnona Sabdani-Asiri

doi:10.62596/ef172e53

Authors

Ferwina Tammang Laja Sulu State College Graduate School, Capitol Site, Jolo, Sulu Author
Masnona L. Sabdani-Asiri Sulu State College Graduate School, Capitol Site, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/ef172e53

Keywords:

Teaching effectiveness, elementary schools, teachers, perception

Abstract

This descriptive-correlational study assessed extent of teaching effectiveness of elementary school teachers at Parang District, Ministry of Basic, Higher, and Technical Education-Sulu in the contexts of Pedagogical Approach and Teaching Effectiveness, Teacher Professional Development, and Classroom Management and Behavior Management during the School Year 2023-2024. With 100 samples taken through non-probability sampling method via purposive sampling, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Majority of the teachers are female, married, within the age ranges of 31 years old & below, mostly have bachelor’s degree, and with 5 years & below and 6-10 years of teaching experience; 2) On the average, teachers at Parang District, Ministry of Basic, Higher, and Technical Education-Sulu high extent of teaching effectiveness; 3) Generally, variables age, gender, civil status, educational attainment, and length of service do not significantly mediate in ways how teachers assessed the extent of teaching effectiveness of Elementary School Teachers; 4) Generally, the group of teacher-respondents who assessed the extent of teaching effectiveness of Elementary School Teachers in terms of Pedagogical Approach and Teaching Effectiveness and Teacher Professional Development as “Agree” or High Extent is probably the same group of teacher-respondents who assessed the Teacher Professional Development; and Classroom Management and Behavior Management as a “Agree” or with High Extent, respectively; and 5) This study seems to support of Sanders (1998) and Sanders and Rivers (1996) model which claimed that the single most important factor affecting the teaching process is the effectiveness of teachers. Further, they contend that the students shall benefit from increases in teaching effectiveness. Thus, quality teachers are a critical determinant of their effectiveness.

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