Perceived Organizational Support and the Pedagogical Content

Knowledge of TLE Teachers: The Mediating Role of Program Resources

UNIVERSITY OF MINDANAO
Digos City

CONCEPT PAPER

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Requirements for Methods of Research (ED 203)

MASTER OF ARTS IN EDUCATION

Major in Teaching Technology and Livelihood Education
Course Professor: John Vianne B. Murcia, MBA

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HONEY JEAN M. BLANCO

January 11, 2020

Rationale

Technology and Livelihood Education subject is the most experiential,

empirical, interactive, and interdisciplinary subject among all learning areas.
Vocational literacy, hands-on knowledge, and life skills are provided to every
Filipino learners in this learning area. It is a vital area in choosing a career path
and technology-related knowledge (Jacolbia, 2016).

However, teachers’ role has a greater impact and influence on students’

success in this area more than any other school element, and their impacts vary
widely (Archibald, Coggshall, Croft, & Goe, 2011). For that reason, teachers
must continue to access technical expertise, specialized information,
sophisticated tools, and research-driven technology to ensure that they are
effective with all student and remain successful (Archibald, et al 2011) and
since teaching is a complex act that requires teachers to acquire skills and
knowledge in order to facilitate the students’ learnings and accommodate
different learners’ goals (Park, & Chen, 2012). Subsequently, those teachers
who struggle in imagining a broader scenarios that are based on pedagogical
thinking standards (Marcon, Graça, & Nascimento, 2012), should have a
knowledge of the content and teaching strategy needed to generate positive
learning among students (Koehler, Mishra, Kereluik, Shin, & Graham, 2014).
(Beyer, & Davis) added that teachers needed to utilize curriculum materials in
flexible ways to address the needs, interests, and experiences of their students.
Although there were criticisms in the adaptations of curriculum materials, there
are still essential aspects in teaching practice, if the teachers do not know how
to analyze curriculum materials in productive ways, they may fail to recognize
the strengths and weaknesses in it.

One of the major problems in several developing countries, they spend

huge amount of money on educational materials and teachers each year, but
the understanding in regards with this investments is very low as the time
increases in the year of students to complete their schooling especially in the
skills that they acquire while they are in school (Glewwe, Hanushek, Humpage,
& Ravina, 2011). Moreover, to meet the students’ needs in all aspects,
accessible and available school resources should be understood. Information
on teachers about expending the school resources is also significant as an
indication of its effectiveness (Stormont, Reinke, & Herman, 2011) since the
level of condition of school facilities affects the general welfare of teachers and
students (Limon, 2016).

Teachers’ knowledge and its particular relevance in recognizing the

factors that contribute to the quality of teaching-learning behaviors (Creasy,
Whipp, & Jackson, 2012) and the essential factors in promoting advancement
in knowledge that respond to the needs of students in uplifting their lifelong
learning with the integration of program resources (Jacolbia, 2016) is the
significance of this study.
Review of Related Literature

This section presents various works of literature and studies from

different authors who have an essential bearing on this study. A review of the
independent variable perceived organizational support and pedagogical
content knowledge of TLE teachers. The mediating role of program resources
as the dependent variable was also discussed.

Perceived Organizational Support

The perceived organizational support emphasizes that employees think

about how their organizations value, respects and cares for their well-being.
(Ingusci, Callea, Chirumbolo, & Urbini, 2016; Zagenczyk, Gibney, Few, & Scott,
2011). It indicates that it can influence the relationship between employer and
his employee, as perceived organizational support makes the employee be
responsible, behave with the manner and act in ways that make them
accountable for their aspirations (Zagenczyk, et al. 2011). Employees become
intrinsically motivated and exert more effort at work when they receive positive
levels of organizational partnership. Employees’ trust and loyalty to their
employer, reflects the status of engagement and commitment from the
employees to their employing organization (Biswas, & Bhatnagar, 2013).

In the school context, the level of support acquired by the teachers is

influenced by their level of commitment to work in a team, profession or to
organization. School management support is important in motivating teachers
to work. It implies that teachers are becoming more committed to an
organization when perceived organizational support is increasing (Celep &
Yilmazturk 2012).

Moreover, (Bogler & Nir 2012) introduced that perceived organizational

support and teachers’ satisfaction are significantly related. POS is regarded by
teachers as a measure of support in their professional conduct. The degree of
teachers’ organizational support is more likely to result in the expression of
empowerment and provide a powerful measure in appraising teachers’ job
satisfaction. It takes a distinct perspective through the mediatory effect of
empowerment, to assess the contribution of POS to teachers’ content.

In Turkey’s educational system, teachers are satisfied with their jobs

when they have a positive disposition. They become goal-oriented and
confident in their work-related tasks when they perceive that their work
organization is positive (Buyukgoze-Kavas, Duffy, Güneri, & Autin, 2014).
Consequently, job satisfaction is positively correlated with perceived
organizational support. Meanwhile, (Ingusci, et al. 2016) stated that teachers’
job satisfaction in Italy defined as teachers’ affective reactions to their teaching
role. Maintaining the harmony and balance between the relationship of the
teachers and the organization is important in achieving positive outcomes
through the perception of organizational support. In reverse, organizations
establish favor to employees in moral or palpable terms and can promote the
development of feelings of gratitude, approval, and esteem. (Ingusci, et. al
2016) stated that POS is usually used as a mediator for organizational and
individual outcomes.

Pedagogical Content Knowledge of TLE Teachers

Pedagogical Content Knowledge refers to a teachers’ personal

knowledge about a specific subject matter with an interaction with the
curriculum materials. It is used by teachers to their students in developing a
deeper understanding of the specific subject, it encompasses knowledge and
elements that are combined together and appear to students intelligibly (Beyer,
& Davis, 2012). Additionally, POS is the information that is combined with the
content of the teaching process. PCK differs for the various content areas since
it combines content and pedagogy to improve teaching practices (Schmidt,
Baran, Thompson, Mishra, Koehler, & Shin, 2009).

PCK was a representation of the knowledge that teachers integrate with

the teaching process. Moreover, pedagogical content knowledge can also be
defined as an effective teacher, its development could be essential to future in-
service teachers. It is believed that the teacher should know first the specific
content in order for them to teach, but it does not define being a good teacher
because if so, all professors, college instructors, researchers, and experts
should also be excellent teachers. In contrast, the major complaints of
students, in general, is the inefficiency of the experts in real classroom settings
(Fernandez 2014).

In Indonesia, teachers needed to develop pedagogical knowledge

showing a connection and interaction between technological knowledge,
content and pedagogical knowledge to realize the potential of ICT in the
teaching and learning process (Ciptaningrum, 2017). (FERNANDEZ, 2018)
used 15 questions in a specific competency from teachers of Technology and
Livelihood integrated with ICT-Based Learning Resource Materials on
environmental issues. Highlighting the first 5 competencies. 1st competency
was about the violation of the law if the segregation of waste materials is not
exercised. Different sources of these waste materials are medical and health
institutions, learning institutions, business buildings, factories, and households.
2nd competency was the reason for the occurrence of Foodborne illness. The
usage of expired ingredients to dishes and its contamination. The selection of
bulbs to save more energy as the 3rd competency. The 4th question was about
the law on solid waste management. Lastly, as 5th competency was the
palatability of left-over foods, through reheating, spoiling can be avoided and
the proper temperature and time for leftover foods to be reheated. These
competencies were done in a substantive way to bring in higher-level learning
outcomes to the learners.

The teachers’ strategy and content knowledge are at the inner part of
their professional competence and it is important for students’ progress and
advancement. To make the subject matter accessible to students, teachers
should have content knowledge and strategy to deeper understand the reason
and meaning of it. It can affect their instructional practice and achievements of
their students. PCK is significant because it is considered as one of a key point
for educational reform (Kleickmann, Richter, Kunter, Elsner, Besser, Krauss, &
Baumert, 2013).

Program Resources

School is an important institution that can provide students with a variety

of career paths with the consideration of the community and the market needs
where school operates. (Retome, Estrella, Garcia, Yaoyao, & Granada, 2013).
Therefore, teachers should be cognizant of the resources used in the school
and the availability of evidence-based practices to facilitate students (Stormont,
et al. 2011).

Programs resources and educational materials are the teachers’ tools

and use for teaching students, it should be excellent in many ways since it has
a major impact on them and they learn more by doing. Excellent educational
materials should be sufficient to the number of students so that the activities
given to them by the teachers can be more helpful in giving them an idea how
to integrate the specific experience in a real-life situation (Albarico, Tagura,
Visitacion, Zabala, Magnetico, & Ramayan, 2014).

The Southern Leyte State University- San Juan campus in 2006 has
already offered a Bachelor of Secondary Education in Technology and
Livelihood Education or (TLE) rooted from Memorandum No. 30 Series of 2004
of Commission of Higher Education. TLE is a program that has varied learning
areas including ICT, Agriculture, Commercial Cooking, Beauty Care, Nail Care,
Electronics, and SMAW that help Filipino learners to be equipped in these areas
and in facing the real world of employment (Albarico, et al. 2014). Moreover,
according to (Retome, et al. 2013) that offering TLE subject is a response to
the needs of communities with the provision that the specific courses would
provide empirical knowledge and expertise in solving and carrying out issues
vocationally or technically.

Concerning the adequacy and efficiency of the teaching materials used

in teaching TLE, (Albarico, et al. 2014) revealed that program resources are
accessible and available for all areas in the TLE and the is ample classroom
that will be used in placing all instructional devices, machines, and equipment.
In contrast, (Okoye, & Arimonu, 2016) said that the financial contribution of
modern facilities, personnel, and workers to tech-vocational education is still
ignored and thereby taken to tech-voc graduates their contribution to the
country’s economic progress. Consequently, (Albarico, et al. 2004) agreed that
there is a heavy need of employing teachers that specializing TLE, those who
have skills, well-develop and can able to translate particular content knowledge
into an effective pedagogy to meet the needs of diverse students (Park, et al.
2012).

Program resources and teachers’ pedagogical knowledge are factors

known to be a medium of enhancing instruction and provides learning
opportunities, practical skills and realistic experiences to both teachers’ and
students’ development (Borko, Koellner, Jacobs, & Seago, 2011).
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Pedagogical Content Knowledge of TLE Teachers

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Program Resources

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& Ramayan, A. J. R. (2014, January). Adequacy of Instructional Materials Used
by Teachers in Teaching Technology and Livelihood Education. In International
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representations of teaching in practice-based professional development
programs. ZDM, 43(1), 175-187.

Okoye, R., & Arimonu, M. O. (2016). Technical and Vocational Education in

Nigeria: Issues, Challenges and a Way Forward. Journal of Education and
Practice, 7(3), 113-118.

Retome, V. G., Estrella, N. C., Garcia, G. C., Yaoyao, I. B., & Granada, D.
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