Final - Grit and Teacher Effectiveness of General Elementary Education Teachers Who CWSN

Southville International School and Colleges
Luxembourg St., BF Homes International, Las Piñas City 1740 1

Bachelor of Elementary Education with Specialization in Special Education
Chapter 1
INTRODUCTION
Cognitive skills have been very significant in the academic field. However, it does
not give attention about other matters like differences among individuals. Moreover,
achievement of one’s goals requires not only talent but also the capability to continue
achieving your goal despite any obstacles. Grit or “Passion and perseverance for long-
term goals involves working vigorously, keeping focus and effort over time in spite of
downfalls, hardship, and problems along the process” (Angela Lee Duckworth, Quinn, &
Seligman, 2009). Likewise, the greater is the grit level of an individual the higher the
impacts on the outcome (Mccain, 2017). Similarly, insight in terms of “perseverance of
effort” varies from one person to another (Angela Lee Duckworth et al., 2009).
Teachers are the most significant elements that may affect student achievement
(Orphanos, 2008). However, teaching CWSN requires accredited teachers, who are
proven to greatly influence student achievement of students who are suffering from
different disabilities (Feng & Sass, 2013). On the other hand, in public schools, teachers
that teach in special classes which cater CWSN are general elementary education
teachers. Study shows that not certified teachers that teach CWSN have little influence in
reading and in math compared to accredited teachers that teach CWSN (Feng & Sass,
2013). Most of the teachers have little to no knowledge regarding different disability and
special education. Thus, teachers should take part in several trainings, seminars, and
workshops (Arville, Domingo, Keyser, Mier, & Pateña, 2013). Moreover, teachers with
enhanced academic degree are more effective in teaching CWSN. The improvement on
teacher effectiveness in relation with teacher experience is greater for general elementary
education teachers (Feng & Sass, 2013). The effectiveness is an art that is transmitted by
educator to increase the quality of learning of every student (Roy & Halder, 2018). Some
educators are significantly more effective compared to other educators. The firmness of
teaching propose that affirmative traits, “grit and life satisfaction” might promote
teaching effectiveness (Angela Lee Duckworth et al., 2009).
This study studied if a association among grit and effectiveness. It has not yet
been recognized whether changes in teacher grit influence changes in teacher
effectiveness. The study evaluated general elementary education teachers that teach
CWSN. The research wanted to find particular arguments under grit that are significant to
teaching effectiveness and to evaluate how important are those in teaching CWSN.
Summary
Chapter 1 started by presenting the significance of nonacademic skill, grit in
academic field. Grit, Teacher effectiveness, General Elementary Education Teachers, and
CWSN were also introduced in Chapter 1 through a review of related literature. The SOP
was provided, and the importance of understanding the association between grit and
teacher effectiveness. Chapter 1 also provided the synthesis of the literature review, aim,
and implication of the research for teachers, CWSN, parents, designated school, SISC
education department, and future researchers. Moreover, it also provided information
about the conceptual framework, scope and limitation, and definition of terms.
Chapter 2 contains the design and the methodology. This chapter starts with an
explanation of the techniques that is used in the study. Also in Chapter 2 is the
information about the participants. Explanations of the research tools are included
together with reliability and validity of the tools. The procedure and treatment were also
provided in Chapter 2.
In chapter 3, “Spearman’s correlation coefficient and Mann-Whitney U test”,
nonparametric statistical technique were used. The presentation of the data begins with
the discussion of participants’ demographic profile. The chapter then discusses
examination and explanation of the information to address SOP one, two, three, and four.
These SOP sought to know the grit level and teacher effectiveness of General Elementary
Education Teachers. It also sought to prove statistically significant association among the
two variables, and whether they have significant difference when clustered based on
gender, age, and years taught.
Chapter 4 illustrations the research summary, identifies research findings,
conclusions, and recommendations for future study. Chapter 4 starts with an outline of
the research purpose, then, the presentation of the research major findings, conclusion
and findings.
REVIEW OF RELATED LITERATURE
This section contained analysis of literature of the main variables grit, teacher
effectiveness, general elementary education teachers, and CWSN. The studies that were
included in this chapter are relevant to the current study.
Grit
Grit was defined by Blanchard (2018) as the intense process endurance which
requires sustained focus and perseverance despite challenging situations. Grit together
with social support, and goal setting shows an important role in the study among PhD and
EdD students in their doctoral completion (Blanchard, 2018). Grit-S is identified by a
two-factor model encompassing persistence of effort including constancy of interest. It
was found to be a proficient assessment of grit by a research performed among Chinese
employees. Likewise, the study demonstrated that the scores from the Grit-S have a
significant relationship with job performance and mental wellbeing, which are both
external criteria of the study (Zhong et al., 2018). Disabato, Goodman, and Kashdan
(2019) reported that “perseverance of effort” is moderately correlated with personality
strengths, well-being as well as beliefs about well-being. Conversely, “consistency of
interest” had a negative relationship with the previous result (Disabato et. al, 2019). The
study of Gruenberg as well as Brock, and MacDougall acknowledged that significant
association among professional achievement and grit among pharmacy students does not
exist. They also suggested that greater score in grit-s are not correlated with superiority in
APPE or higher GPA. Furthermore, it also does not predict whether a student is
corresponding to a postgrad in pharmacy. Moreover, their study also found that
minorities who are underrepresented have considerably higher grit, whereas early
generation students in college have considerably lower scores (Gruenberg, Brock, &
MacDougall, 2019).
Additionally, studies such as the research of Murphy (2019), argued that grit
assessment is not enough tool to determine those students who needs academic support.
In the same way, it was found that there is no significant association between persistence
or GPA and grit score (Murphy, 2019). The factors of grit differed to some extent among
high school and college students. In this subject, grit of the students corresponded with
students’ self-regulation, self-control and commitment. Furthermore, “perseverance of
effort” among students was found to predict students’ later grades. However, the study
showed that grit was less predictor of students’ grade compared to variables such as
engagement and self-regulation, which were found to be stronger predictors of students’
GPA (Muenks, Wigfield, Yang, & Neal, 2017). Grit level is significantly higher among
female including older students, postgraduate students. Similarly, grit had the highest
relationship with self-control. In the same way, higher self-control as well as well-being
was significantly associated with high grit scores. These only showed that indeed, grit is
most likely correlated with self-control and varied in age (Kannangara et al., 2018). A
different study believed that self-discipline and effort on grades mediated the outcome of
grit-effort on students’ grade in Science. Similarly, effort facilitated the outcome of self-
discipline on grades of the students. On the other hand, no significant influence was
found with grit-effort found on students’ grades, as well as no significant influence of
grit-interest found on grades and effort (Hagger & Hamilton, 2019).
General intelligence which refers to wide mental competence that influences
efficiency on cognitive ability was believed to be the utmost predictor of accomplishment
and success. On the other hand, recently, non-cognitive skills, which includes self-
efficacy, discipline, resilience, grit, etc. showed up under the spotlight. Cognitive skills
have been very significant in the academic field and it has been a main focus in achieving
academic success. Hence, there is not enough attention about other matters like
differences among individuals. A study by Duckworth (2007) that attempted to find
significant grit, a non-cognitive trait determined that significant association between grit
and intellectual quotient does not exist. However, the study identified an association
between the variables. Overall, the study proposed that accomplishment of one's aims
requires not only gift but also the capability to continue achieving your goal despite any
obstacles (Angela L. Duckworth, Peterson, Matthews, & Kelly, 2007). Moreover, non-
cognitive skills are very significant elements in the process of learning which are
equitably essential or even more significant than cognitive skills. In the 21st century, non-
cognitive skills are required because of its personal qualities which would help a person
to perform well. Non-cognitive skills are sometimes referred character traits that fall
under the categories of affective domain.
A research performed by Christina Wilson (2016) attempted to determine a
relationship when testing the grit, including “growth mindset” and scores in reading of
significant student respondents. She also tried to examine if “grit and growth mindset”
can create an influence on eliminating the student achievement gap. Additionally, she
also wanted to find a significant correlation between the instructions provided about the
two variables. The result of her study concluded that the association between “grit and
growth mindset” and teachers training on “grit and growth mindset” does not exist.
Similarly, the association between “grit and growth mindset” and scores in reading does
not also exist (Wilson, 2016).
Successful people tend to have higher grit result. The study of Miller (2015) tried
to investigate if the grit level can be associated with responsibility interpretation and
stress. Results showed that individual with high grit result undergo the same amount of
stress factors but interpret those factors with optimism (Miller, 2015) .
On the other hand, despite Grit associated with passion and “perseverance of
effort”, the study of Collaco (2019) found out that grit could be consisted of more than
two components, which is not consisted of passion. In addition, it was conscientiousness
that was found to be the only predictor of objective and subjective college success, and
more predictive of long-term college goals and GPA than cognitive ability and grit
(Collaco, 2018).
Erickson (2017) conducted a research about the relationship of grit and grade
point average to address the concern regarding the significance of student placement for
specific program, which has been a recurrent struggle among schools. The researcher
gathered data on Grit scores and averages GPA from 10th grade students that were
currently enrolled in dual college high school program. The researcher selected the top
and the bottom 5 performing students in terms of the GPA and they investigated the
potential existence of association among Grit and GPA of students. The study concluded
that relationship between variables existed (Erickson, 2017).
Accordingly, a study by Williams (2017) studied the factors that may influence
retention rate and the level of achievement of postsecondary students by examining their
academic achievement. Prior studies about indicators of postsecondary performance have
primarily considered only the association among traditional cognitive means and student
performance.
Consequently, these studies have identified a non-cognitive trait, grit which is
stated to incline students toward passion and perseverance in the long run. Apart from
this, graduates from the workforce have proven grit to be a significant factor in the
professional success. Williams study concentrated on the association of grit and
academic achievement and whether grit can predict SAT Scores and GPA. The study
found out that grit and academic achievement have a significant relationship (Williams,
2017).
To investigate the internal organization, score authenticity, marking, and reading
of the short grit scale, Li (2015) carried out a study among engineering students using
confirmatory factor analysis to create a comparison amongst four opposing theoretical
models including bi-factor mode, unidimensional model, two-factor mode, and second
order model. The findings pointed out that grit factor contains adequate score information
and reliability, however, the outcome do not entirely agree with the subscale scoring
regarded to both regularity of interest or effort subscale (Li, 2015).

Morgan (2016) studied about grit and student-athlete performance. He studied the
correlation in grit and academic and sport performance of student-athlete with use of
exploratory study and utilizing a case study method. The study found out that grit
strengthens individual advancement and sport efficiency. In addition, it was also found
out that a high level of individual grit increases team culture. In addition, the study
reported that student-athlete grit level is higher than the grit level of their coach (Morgan,
2016).
In school, it is expected especially for teachers to encounter different types of
kids, which are all considered unique and special in many ways. But, there are kids who
are exceptionally special in a manner that demonstrate them, their families, colleagues,
classmates, and teachers with more challenging concerns. Working vigorously to achieve
goals despite difficulties and challenges along the way is a manifestation of being gritty.
Having a disability can be a possible hindrance to achieve one’s goal and a person's grit
can be a crucial concept to drive a person to continue achieving his goal despite the
presence of a disability. The study of Crehan (2015) about grit among individual with
special needs focused on whether grit varies from person to person including individuals
with disability and different domains of life. The study was able to prove and support the
finding about grit, a constant non-cognitive trait from the result that the different life
domains like age, gender, and onset of disability does not significantly vary in grit
(Crehan, 2015). Similarly, another study was conducted among teachers in special
education to find a association between grit and retention among teachers. The study
found out that teachers have perceived themselves as diligent, hard workers, and that they
finish what they start. These was based on the result of their grit survey (Martin, 2016).
Non-gifted students demonstrated lower grit level than gifted students and yet
gifted students demonstrated substantially less growth in reading and math compared to
non-gifted students which was concluded in the study of Cody (2019) exploring whether
grit and mindsets of gifted students are different from the grit and mindset of regular
student. It also wanted to find an association among young student's grit, academic
success, and growth mindset by examining reading and mathematics using STAR
reading, math tests, and short grit scale. For this reason, the study put into question
whether classification of gifted students may possibly impacted negatively on their
growth and development (Cody, 2019). Non-cognitive trait, non-academic trait, grit level
varied among teachers in terms of their personal factors. Study mentioned that the
“consistency of interest” is accepting while the” perseverance of effort” is at completely
accepting. It was also found out that teachers that are female are grittier than male, which
teacher' insight vary from one another (Argon & Kaya, 2018). Moreover, teacher's belief
about their ability or teacher's passion and perseverance in teaching does not affect the
student outcome.
Similarly, the study mentioned that teacher's number of years in service does not
affect teacher efficacy and grit. On the other hand, developing teacher self-efficacy by
Albert Bandura may improve teacher grit or passion and perseverance (Deanna Dobbins,
2016). The grit level of an individual can be measured by grit-S survey.

The study of McCain (2017) investigated if teacher grit has an impact on grit and
academic achievement through use of observation, interview, and survey. The flow
theories and of growth mindset were also used to identify the impact of teacher grit on
reading performance. The study found out significant association among grit of teachers
and students does not exist (Mccain, 2017).
Teacher Effectiveness
The effectiveness of teaching is not an easy venture for it is an art that is
transmitted by teacher to increase the quality of learning of every learner. It is very
important, because teaching effectiveness measures the meaningfulness of the learning,
and the value and the usefulness of the learnings to the learners. Barman's study
identified the teaching effectiveness through the evaluations of their students. The study
pointed out a considerable difference in teaching effectiveness based on the location of
the school. However, the significant difference in effectiveness based on stream, gender,
qualification, and training status does not exist (Dash & Barman, 2016). On the other
hand, study on whether teachers’ and experience influence teacher effectiveness in HOTS
established a statically significant difference between experience, age, and teaching
effectiveness (Rahida Aini, Rozita, & Zakaria, 2018). A study on the connection between
effectiveness and experience of teachers a problematic and nonlinear relationship (Irvine,
2019).
Prior studies emphasized that teachers are the most significant element that may
affect student achievement. This is exactly why policy makers focused on identifying the
characteristics and the quality of teacher that may affect student outcome. Previous
studies were unsuccessful in finding significant association among effectiveness and
characteristics, which is observable among teachers. The main reason behind the failure
was because the researchers merely focused on restrictive definition of teacher quality
namely degree of level or amount of coursework. The study of Orphanos (2008)
examined the correlation between effectiveness and teacher's performance in academic.
The research used GPA in teacher's preparation curriculum and ratings from parents,
principal, peers, and co-teacher to identify teacher effectiveness. The study concluded
that measures such as type and amount of course could have been insufficient indicators
of professional knowledge of teachers. In addition, the study pointed out the importance
of teacher academic achievement as predictor of teaching effectiveness (Orphanos, 2008).
Indeed, various researches have been emphasizing the importance of teachers, however in
early years there were no sufficient understanding about it. The study of Job (2017)
carried out a research to know the insights of educators, including principals about
teaching effectiveness. The study will be making an impact through enabling
administrator and teachers to contemplate on their own insight and vision for teaching
effectively and at the same time plan for the improvement of the school. This study will
help teachers to become more effective in teaching student (Job, 2017). The study of Roy
and Halder (2018) used the Jayaraman's Teacher Effectiveness Scale (JTES) to measure
teacher effectiveness. Similarly, the study wanted to find the difference in effectiveness
among teachers, most specifically teachers in secondary school. The variables included
were locality of the school and gender of the teacher. The study noted that teachers have
no difference in strategies and even in social aspects, which are indicators of teaching
effectiveness. However, indicators such as intellectual, personal, and professional aspects
of effective teaching have found to have significant difference when clustered by gender
and locality (Roy & Halder, 2018).
Another study about teacher effectiveness carried out an assessment on the
teaching effectiveness level of faculty staff at the University of Pangasinan. The study
included teaching effectiveness factors such as management of learning, independent
learning in teaching, commitment, and knowledge of the subject. Using evaluative and
descriptive method, the study found a very satisfactory result of level of teaching
effectiveness among faculty staff that qualified the maximum education and eligibility to
work criteria of the study. According to the findings, profile variable, such as awards
received has an impact on teaching effectiveness (Agsalud, 2017).
Non-academic, non-cognitive trait such as grit presented several possible insights
that it could be one factor of teacher effectiveness. Additionally, study about teacher
effectiveness identified “grit and life satisfaction”, have a substantial influence on the
teachers success. Some teachers are significantly more effective than other teachers.
However, there was only minimal explanation about indicators of competence and
performance among teachers. The firmness of teaching proposed that affirmative traits
might promote teaching effectiveness. Duckworth, Quinn, and Seligman (2009) focused
on beginner teachers. They accomplished grit measures, optimal explanation style, and
life satisfaction, before the beginning of the school year. The study found out that teacher
performance can be predicted by all three positive traits. However, upon simultaneous
enter only life satisfaction and grit stayed significant (Angela Lee Duckworth et al.,
2009). Moreover, a significant connection among the “six relative measures of effort,
ability and enjoyment scores and grit scores”, which identified as “positive predictors of
teacher effectiveness”, was found.
General elementary education teachers
In 2014, it was found students enrolled in special education were 13% of all
students in k-12 public schools. This explains the small number of aspirants pursuing
special education which could result to very few numbers of teachers. This can explain
why most teachers in special education schools and special classes in public schools are
composed of general elementary education teachers. This event has been questioned since
some people believe the children with exceptionalities need qualified teachers, who are
highly skilled in using approaches and strategies to address physical, behavioral, sensory,
and academic challenges. There have been uncertainties about the readiness among
general elementary education teachers to handle CWSN.
According to the study of Feng and Sass (2013), CWSN whom teacher is
accredited in special education have greater influence in reading and in math compared to
CWSN whom teacher is not certified in special education. On the other hand, they also
found out that teachers that are special education certified have lower impact on students
without special needs. In terms of services provided for the teachers, profession
development has no influence on the added value of teachers in special education, but
general elementary education who teach CWSN and receive special education workshops
and trainings display significantly higher achievement. In addition, the improvement on
teacher effectiveness in relation with teacher experience is greater for general elementary
education teachers than for teachers in special education. Moreover, Teachers with
advanced academic degree were much effective in educating CWSN compared to
bachelor’s degree teachers (Feng & Sass, 2013).
Another study about the readiness teachers in administering CWSN found out that
most of them have little to no knowledge regarding different disabilities and special
education. To address this problem of teacher knowledge in special education, the general
elementary education teachers must take part in several trainings, sessions, and
workshops. The study also found out that gender contribute as a factor in administering
students with special needs which indicated that females are more positive in facilitating
students than male teachers. The research also supported the prior findings that more
exposure and experience in handling CWSN, the more positive the outlook of a teacher
will be (Arville et al., 2013).
There have been different challenges in conducting formations for teachers in
special education which includes unavailable environment, learning material constraint,
teacher attrition, lack of trained teachers, negative attitudes of some teachers, and
information barriers. These brought about suggestions to the government that included
motivation of teachers, modification of the curricular, and removal of barriers to
accessibility (Tungaraza, 2014).

Children with Special Needs
For every child below 14 years old, 10% acquired some type of disability and
impairment. Blindness, deafness, impairment of the movement, mental retardation and
prominent deformities are the most common and well known disabilities (Pant, 2002).
There are thirteen classifications of disabilities for people with special needs as described
in federal law. These classifications include blindness, deafness, physical impairment,
intellectual disability, learning disability, mental disorder, and behavioral, emotional
disorder, and other impairment (Teachman & Gibson, 2013). Individuals with Disabilities
Act 2004 mentioned that CWSN have a “Free and Appropriate Public Education” and
they need individualized support, accommodations, and services in order to succeed in
the most possible way. Children living with disabilities undergo different sorts of
discrimination that influence them in different degrees depending on the place they live
in, the type of disabilities they have, and the class they belong. They experience different
kinds of exclusion, which affected them in different extent depending on the kind of
disabilities, the place they live in, and the class or culture they were part of. There were
girls with special needs who were not given an opportunity to receive education, training
in vocational skills or acquire job compared to boys with disability. They were
disregarded because of deficient understanding about the causes and nature of the
impairment. Moreover, they were underestimated specially with their potential and
capacities to contribute to the society. It was very unfortunate that these children were not
given equal treatments and opportunity compared to normal ones (UNICEF, 2013).
Within the household even in public facilities, they encounter discrimination and stigma,
because of the threat that their conditions were contagious and could contaminate others.
Hence, they were at risk of physical attack, accidents, as well as rape. They were
frequently identified in a series of rejection, scarcity, including stereotype, wherein
females were turned into care givers to their brothers and sisters instead of attending
school. On top of that, exclusion deprived these children with continuous benefits of
learning, better employment, socioeconomic security, and possibility with regards to full
involvement in society and they have been receiving poor quality of health-care services
(UNICEF, 2013).
CWSN are one of the most susceptible components of society. They have become
unreasonably vulnerable to brutality, negligence, and mistreatment, because of
discrimination and exclusion. They are three to four times increasingly exposed target of
violence. In addition, CWSN are on considerably greater threat on suffering from force
than children with no difficulties: three point seven times strong possibility for
combination of measures of violence, three point 6 times of use of physical force, and
two point nine time for sexual assault. Furthermore, children with intellectual or mental
disabilities were turned out to be four point six time increasingly vulnerable victims of
sexual abuse than children without special needs.
In 2009, Handicap International carried out a survey concerning more than 1600
survivors from 25 affected In addition; CWSN also experienced specific problems in
emergencies. Due to physical restraints brought by negative stereotypes toward them,
they may not be able or denied to countries. Additionally, nearly two thirds of
respondents have communicated that provision of services in favor of them were never or
almost never appropriate to the children's particular needs or age (UNICEF, 2013).
Implementation of inclusion was recommended to reduce prejudice through
activities that would help children with and without disabilities to interact with one
another. There should be free access to assistive technology and other supports that will
accommodate the CWSN and at the same time will be available for all. Immunization
efforts must be compulsory for the public health of the children especially CWSN in
order to lessen the risk of avoidable secondary conditions, developmental delays, and
preventable death (UNICEF, 2013). Furthermore, the importance of nutrition is very
essential factor to improve the health of the children. Insufficiency of food and essential
nutrients can cause sensitiveness to conditions such as intellectual, sensory and physical
disabilities. In addition, developmental screening would be very essential for it is capable
of determining disabilities in children and suggesting them to supplementary assessment
and corresponding intervention (UNICEF, 2013).
Synthesis
The problem investigated in the study is the lack of special education teachers,
which leads to CWSN, taught by teachers of general elementary education. The concern
of the investigation was to assess the effectiveness of teachers that teach CWSN. The
conditions of CWSN may be classified as blindness, deafness, physical impairment,
intellectual disability, learning disability, mental disorder, behavioral and emotional
disorder, or other impairment (Teachman & Gibson, 2013). For this reason, it is
necessary for them to have a free and appropriate education and they need individualized
support, accommodation and services in order to succeed in the most possible way.
However, most general elementary education teachers have little to no knowledge
regarding different disabilities and special education (Arville et al., 2013). Moreover,
CWSN whom teacher is accredited in special education have greater influence in reading
and in math compared to CWSN whom teacher is not certified in SPED (Feng & Sass,
2013). Furthermore, teachers should be knowledgeable about special needs of students,
and should take part in several training, seminars and workshops. Feng and Sass (2013)
argued that advanced academic teaching are more effective in educating CWSN. On the
other hand, it was stated that teacher effectiveness in relation with teacher experience is
greater for general elementary education teachers than for teachers in special education
(Feng & Sass, 2013).
Teacher effectiveness is very significant because good teaching helps learning
achievement. The level of teacher effectiveness is considerable different among teachers
based on the school location (Dash & Barman, 2016). Measures such as type and amount
of course could have been insufficient indicators (Orphanos, 2008). Even teachers’
gender, qualification, and training status are identified to have no significant difference in
teacher effectiveness (Dash & Barman, 2016). However, Orphanos (2008) emphasized
teacher academic achievement as a predictor of teacher effectiveness. Similarly, profile
variables such as awards received have an impact on teaching effectiveness (Agsalud,
2017). Furthermore, teacher effectiveness was found to have a significant association
among “six relative measures of effort, ability and enjoyment scores and grit scores”,
which are identified as “positive predictors of teacher effectiveness” (Angela Lee
Duckworth et al., 2009). In addition, the firmness of teaching proposed that “grit and life
satisfaction” might promote teaching effectiveness. It is for this reason that the recent
study would like to evaluate the association among grit and effectiveness.
Grit inclines teachers toward passion and perseverance in the long run. It
strengthens individual advancement. Similarly, high level of individual grit increase team
culture (Morgan, 2016). Crehan (2015) believed that grit varies from person including
individual with disability and different domains of life. Similarly, different age, gender,
and onset of disability do not significantly vary in grit. On the other hand, Argon and
Kaya (2018) mentioned that grittier teachers are female based on “perseverance of effort”
aspect in which teachers’ insight vary from one another (Argon & Kaya, 2018). Dobbins
(2002) argued that teacher’s number of years in service does not affect teacher grit and
self-efficacy (Deanna Dobbins, 2016). In addition, McCain (2017) mentioned that
association between grit of students and teachers does not exist (Mccain, 2017).
The recent study evaluated the association among grit and teacher effectiveness of
general elementary education teachers. This research would help in assessing the
effectiveness of teachers so that the students will be more successful members of the
community in the near future.

Conceptual Framework
The conceptual framework of this study is shown in the form of the Paradigm
model demonstrated in Figure 1.
Figure 1. Shows relationship between Grit and Teacher Effectiveness
Teacher Teacher
Grit Effectiveness
Figure 1 demonstrates the conceptual framework, wherein teacher effectiveness
was considered as dependent variable and teacher grit was treated as the independent
variable of the study. The study assumed that high grit could result to high teacher
effectiveness. Thus, the left box reflects the independent variable Grit, while the right box
reflects the dependent variable Teacher Effectiveness. The line used to connect to the
two variables indicates correlation which implies that any change in Teacher Grit could
influence change in Teacher Effectiveness. The study does not assume cause-effect
connection between the variables.
Statement of the Problem
The researcher examined whether teacher grit and teacher effectiveness have
significant relationship.
Specifically, this study will answer the following questions:
1. What is the grit level of general elementary education teachers that teach
CWSN as measured by Grit-O scale survey?

2. What is the level of effectiveness of general elementary education teachers that
teach CWSN?
3. Is there a relationship between grit and teacher effectiveness of the general
elementary education teacher?
4. Is there a significant difference between grit and teacher effectiveness of the
general elementary education teacher, based on:
4.1 Age
4.2 Gender
4.3 Years of Teaching
Hypothesis (Null) of the Study
H01: There is no significant relationship between grit and teacher effectiveness of general
Elementary education teacher?
H02: There is no significant difference between grit and teacher effectiveness of general
Elementary education teacher, based on:
a. Age
b. Gender
c. Years of Teaching
Scope and Limitation
This study was carried out to identify grit level and effectiveness level of general
elementary education teacher who teach CWSN. There is limited number of studies
investigating the connection between grit and teaching effectiveness. This study proposes
that grit level is a great indicator of teaching effectiveness.

This research took place in CAA Elementary School. Green Revolution St.,
CAA, Las Pinas City. The study focused on the relationship between grit and
effectiveness of teachers.
The samples of the study were general elementary education teachers that teach
CWSN. The study did not include teachers in special educations who help in facilitating
CWSN in the chosen school. The number of participants was limited to six (6) general
elementary education teachers that teach in special class.
The study was carried out during the second semester of A.Y. 2019-2020. The
scope of the study only dealt with the quantitative investigation of the connection
between grit and effectiveness of general elementary education teachers in the chosen
school.
Research Significance
The research views that results of the research will benefit the following:
Teachers: The research will benefit the General Elementary Education Teachers
that teach CWSN to better understanding how grit, non-academic skills can potentially
affect teacher effectiveness which is a very important aspect of student achievement.
Children with special needs: The primary recipients of the result of this study
are the CWSN. It was found that a good level of teacher grit can bring a positive
influence on student achievement.
Parents: The study will benefit the parents of the students with special needs.
They will have more assurance that their children will be given a better education that
will help them reach their full potential.

Designated School: The research will be useful for the designated school to adopt
grit to help the teachers as well as the students develop the grit they need to succeed in
school.
SISC Education Department: The findings of the research will enhance
education students’ understanding of grit and its two subscales. It will also serve as a
motivation for them to develop their non-cognitive skills as future teachers.
Future Researchers: The study will also benefit them as it will aid as their
reference and instrument for their future researches that seek to find at least one similar
variable.
Operational Definition of Terms
Children with Special Needs: The term means students with conditions that
may affect their student performance. In the designated special school, students must be
diagnosed by a doctor for the child to be qualified for special education. Most cases
include blindness, deafness, physical impairment, intellectual disability, learning
disability, mental disorder, behavioral and emotional disorder, and other impairment
General elementary education teachers: teachers that are not certified in special
education, but are engaged in teaching students with special needs.
Special class: a separate class that aims to provide education to learners with
special educational needs.
Grit: teachers’ sustained passion and sustained effort to help CWSN achieve their
full potential.
Chapter 2
METHODOLOGY
This chapter illustrations the procedures of the study including the following
sections: (a) research design, (b) participants, (c) research instrument, (d) procedures of
the study and (e) Treatment of Data.
Research Design
The research used quantitative method instead of a qualitative analysis technique.
The variables were illustrated numerically using the instruments that were used in the
study. This quantitative study measured if there is a numerical link between teacher grit
and teacher effectiveness.
The research utilized a correlational method. Correlation represents a association
between two variables, which can be identified as strong or weak relationship, including
positive or negative relationship (Cherry, 2019). It examines one or more qualities of a
group to find whether the qualities vary together. The difference of this method is that it
evaluates variables without imposing any treatment instead it tests the variable in their
natural setting. Additionally, correlation does not signify causal relationship (Marilyn K.
Simon & Goes, 2011). The research used non-parametric measures to give the most
precise estimation of significance, especially that the research sample size (6) is small
(Smalheiser, 2017). “Spearman’s rank correlation coefficient, a non-parametric measure”
was utilized to determine the relationship between the two variables, teacher grit and
teacher effectiveness. Moreover, this technique was utilized to assess how well the
relationship between grit and teacher effectiveness. It was named after Charles Spearman
(Rebekić, Lončarić, Petrović, & Marić, 2015). The analysis was carried out with the use
of an alpha of .05. The research would also like to find the significant difference between
teacher grit and teacher effectiveness based on gender, gender, and years taught.
Consequently, the study used “Mann-Whitney U Test” to find significant difference. This
method was also a nonparametric measure, since the data used in the research do not
approximate. Moreover, the variables teacher grit and teacher effectiveness were
measured using Grit-O Scale and Teacher Effectiveness Scale respectively.
Participants
CAA Elementary School, a public school situated in Las Pinas. It is the biggest
elementary school in NCR with the largest number of learners which includes
kindergarten, grades 1 to 6 and LSEN (Learners with Special Educational Needs). In
addition, CAA Elementary School has the largest dedicated educators with 302 dedicated
teachers, a head teacher II, and a principal IV.
The researcher initially wanted to conduct the study and distribute the surveys to
ten research participants. However, there were only a total of six (6) general elementary
education teachers that were currently teaching in special class and one (1) licensed sped
teacher. For this reason, coordinator of the sped program and researcher agreed to reduce
the number of participants into six (6) or the total population of general elementary
education teachers in the chosen school to teach CWSN. The participants were chosen
using purposive sampling. Purposive sampling also known as judgment sampling was
used. It is the careful preference of sample participants based on characteristics that they
possess. It is a nonrandom technique that does not want underlying theories or a hard and
fast range of participants. The researcher makes a decision on what needs to be

recognized and sets out to locate the willing participants to offer the information through
expertise and experience (Etikan, Musa, & Alkassim, 2016). Only general elementary
education teachers that teach in special class are the participants in the research study.
The participants are not certified teachers in special education, but they have units in
special education which qualified them to teach special class.
The demographic of the six (6) general elementary education teachers included 5
female and 1 male. The number of years of teaching experience was classified into 5
namely 5 or less, 6-10, 11-15, 16-20, and 21 and above. Also, participant’s age were
clustered into 3, 21-30, 31-40, and 40 and above.
Table 1. Shows the demographics of General Elementary Education Teachers
that Teach CWSN
Teacher Gender Age Years of Teaching

Participant
Participant 1 Female
21-30 5 or less
40 and above 5 or less
Participant 3 Male
31-40 5 or less
31-40 6 to 10
21 - 30 5 or less
21-30 6-10
Research Instruments
The main instruments used in the study were survey questionnaires. The survey
questionnaires that were used for data gathering are grit survey and teacher effectiveness
scale.
1. The researcher used the Grit Scale (Grit-O Scale), 12-item questionnaire
(Angela L. Duckworth et al., 2007) to evaluate the passion and perseverance of general
elementary education teachers in educating CWSN. This instrument will evaluate
teachers’ endurance and ability to maintain effort once dealing with CWSN. The twelve
item questionnaire is distributed into two conceptual dimensions which are “perseverance
of effort” and “consistency of interest”. An ability towards maintaining an effort while
facing adversity is the “perseverance of effort”, while balance is the “consistency of
interest” (Marentes-Castillo, Zamarripa, & Castillo, 2019). Grit was created from positive
psychology and defines a person’s inclination to insistently chase their goals despite
challenges or difficulties. Previous study has shown that domain-general grit is a
predictor of vocational and educational achievement et al, 2019). Grit Scale was
validated by Maria Marentes-Castillo, Jorge Zamarripa, and Isabel Castillo comparing the
short and the long version, which are the 8 and 12 items grit scale respectively (Marentes-
Castillo et al., 2019).
Angela Duckworth has given the researcher the permission to use the survey for
educational purposes. The copy of the email to use the tool is available in Appendix D.
2. The researcher employed another survey adapted from the “Teacher
Effectiveness Scale in Higher Education: development and psychometric properties” by
Glenn Calaguas (2013) with 107 items. The previous study about the teacher
effectiveness scale showed a reliability result of alpha 0.972, which indicates a high
internal consistency and validity result from 0.507 to 0.748 (Calaguas, 2013).
The scale was modified since the participants of the recent study are general
education teachers that teach CWSN. Because of a difference in research respondents the
manifestation of the variable teacher effectiveness may differ between higher education
teachers that teach regular children and general elementary education teachers that are
educating CWSN.
In this study, the initial scale contains 40 items with the combination of negative
(15) and positive (25) items. The Scale was carried out based on six (6) dimensions of
effectiveness in teaching, that is classroom management style (6 items), teaching style
(10 items), professional competence (5 items), teacher relationship competence (5 items),
subject matter expertise (7 items), and personality (7 items) (Calaguas, 2013). The
content of the tool was validated by two instructors who are expert in the field. The
administration of the initial scale was done to evaluate the reliability of the scale. A total
of 34 Sped teachers from different schools were chosen purposively to answer the scale
online via google sheet. The Cronbach alpha of the 40 items is 0.824, suggesting a more
than the acceptable value of 0.7.

Establishing Reliability of the Instrument
In previous study about the teacher effectiveness scale showed a reliability result
of alpha 0.972, which indicates a high internal consistency and validity result from 0.507
to 0.748 (Calaguas, 2013). Table 2 displays that the adapted Teacher Effectiveness Scale
showed more than acceptable value of 0.824.
Table 2 Shows the Cronbach Alpha
Cronbach's Alpha Based on

Cronbach's Alpha Standardized Items N of Items
.824 .859 40
3. To quantify the result of the study, Likert scale was used which consists of
options that range from highly disagree to highly agree. Wherein, as the choices turn
from 1 to the next, the rate increases by one. This helps to measure the beliefs, attitude,
insights, and offers means to measure the information (M.K. Simon & Goes, 2013).
For the recent study, the researcher used 5-point Likert-type scale
to collect the responses of the participants. The choices are from totally disagree,
disagree, uncertain, agree, and totally agree for the teacher effectiveness scale which used
the following weights 1, 2, 3, 4, 5 respectively (Calaguas, 2013). Consequently, the Grit-
O Scale used the Likert Scale that utilized the choices such as not like me at all, not
much like me, somewhat like me, mostly like me and very much like me which also
followed by equivalent weighs 1, 2, 3,4, and 5 respectively (Angela Lee Duckworth et
al., 2009).
4. An interview was carried out with the participant who got the highest scores in
both grit and teacher effectiveness surveys to find out information or to confirm or
disprove the result she gained from the survey which only asked the response of the
participant whether they highly disagree to highly agree without going deeply to the
reasons behind their responses.
Data Gathering Procedure
The pieces of information needed by the study in relation to the SOP were
gathered through administering the instruments as specified in the following:
This research began with a request letter to the researched school principal for
permission to conduct a research. The researcher personally gave the letter. Then, the
principal referred the researcher to the SPED coordinator. The researcher asked the
coordinator for permission to conduct surveys to the research participants. The
coordinator carefully examined all the surveys and tools brought by the researcher for
data gathering before giving the permission. Research participants were given an
informed consent form for them to sign which will serve as a proof of approval and a
confirmation that the researcher have supplied them with all the things they need to
understand about the research. Moreover, the participants were informed about the study
which is to determine general elementary education teachers’ grit and teaching
effectiveness. Consequently, the surveys were facilitated by the sped coordinator during
the teachers’ vacant period. The coordinator asked the researcher to return after three
days to get the surveys. Along the process, the researcher visited the school for 4 days.
The first day was intended for research permission and for the distribution of the
informed consent form for the participants. The second day was for collecting the consent
form and distribution of Grit-O survey. The third day was intended for collecting the
previous survey, Grit-O scale and distribution of the second survey, teacher effectiveness
scale which was validated by two professionals and found to be a reliable tool with a
more than the acceptable value of 0.824 Cronbach alpha. After the data from the grit
survey were evaluated, the researcher went back on the fourth day to gather the second
survey and conduct an interview with the participant who got the highest grit score. The
interview lasted 40 minutes
Statistical Treatment of Data.
The following treatments were utilized to analyze research data:
Specific question number 1 about the grit level of general elementary education
teachers which refers to their disposition to insistently chase their goals for their special
education students regardless of challenges or difficulties made use of a standardized
survey, Grit Scale (Grit-O Scale), 12-item questionnaire (Angela L. Duckworth et al.,
2007). The survey questionnaire was followed by an interview to verify the result of the
survey. This would help the researcher to deeply understand what the thoughts of the
research participants were.
In order to find the grit level of general elementary education teachers, the
researcher decided to group the participants’ grit scores into three. This was based on the
previous research conducted by Kannangara (2018), wherein the scores between 1 and 35
was identified as low grit scores. Moreover, scores between 36 and 45 was identified as
average grit scores and scores between 46 and 60 was identified as high grit scores
(Kannangara et al., 2018).
Specific question 2 regarding the level of effectiveness of general elementary
education teachers was arrived at through a survey, Teacher effectiveness Scale for
general elementary education teacher adapted from the teacher effectiveness scale of
Glenn Calaguas for higher education teachers.
Table 3. Shows the Criteria for Understanding the Means of the Level of
Teaching Effectiveness (Dash & Barman, 2016).
Range of the Score Level of Effectiveness
1.00-1.80 “Very Poor/Very Low Effective”
1.81-2.60 “Poor/Low Effective”
2.61-3.40 “Moderately Effective”
3.41-4.20 “Good/Highly Effective”
4.21-5.00 “Very Good/Very Highly Effective”
Specific question 3 and 4 regarding the association between grit and effectiveness,
and about possible significant difference based on age, gender, and years taught
respectively, used statistical analysis, “Package for the Social Sciences “ through the help
of the school statistician. The SOP 3 and 4 with the variables, grit and teacher
effectiveness was measured by conducting a “Spearman’s correlation coefficient and
Mann-Whitney U Test”, which are both nonparametric methods.
Chapter 3
PRESENTATION, ANALYSIS, INTERPRETATION
The objective of the research is to determine the association between grit and
effectiveness of general elementary education teachers that teach CWSN. The research
used and analyzed the data collected from the sample to explore the differences in teacher
grit and teacher effectiveness due to age, gender, and years taught.
The sample was comprised of 6 general elementary education teachers that teach
CWSN needs who participated in the study.
Table 4 Shows the Demographic Profile of the Sample

Demographic Profile of the Sample
Demographic Category N Percentage
Gender Female 5 83%
Male 1 17%
Age 21-30 3 50%

31-40 2 33%
40 and above 1 17%
Years Taught 5 or less 4 67%

6 to 10 2 33%
The table 4 shows that gender ratio was 83% (n=5) to 17% (n=1) female and male
respectively. Based on age, the largest number of participants, 50% (n=3), was 21-30
years old, followed by 33% (n=2) identified as 31-40 years old. The remaining 17%
(n=1) of the sample was classified as 40 and above years old. When categorized by years
taught, 67% (n=4) have 5 or less years in teaching and 33% (n=2) have 6 -10 years in
teaching in the special class.
Statement of the Problem 1
Statement of the problem 1 looked at the grit level as determined by the Grit-O
scale survey. Teacher data were analyzed and described according to SOP 1. Teacher
responses to the Grit-O survey were scored then tabulated in a spreadsheet for question
one. The data presented in Table 5 provides a look at Grit-O scale scores for each teacher
related to SOP 1. At the bottom of the table is a total mean score for all general
elementary education teachers of Grit.
Table 5. Shows the Individual Teacher Grit Scores
Short Grit Scale

Teacher Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Score Meaning
1 4 3 3 3 3 4 3 4 4 4 3 4 42.00 Average
2 4 4 2 2 4 5 4 3 4 4 2 4 42.00 Average
3 3 3 1 3 2 4 3 3 3 3 3 3 34.00 Low
4 4 3 3 5 4 5 1 3 4 4 3 4 43.00 Average
5 4 2 2 4 2 5 2 3 5 5 2 4 40.00 Average
6 5 4 4 5 5 5 5 5 5 5 5 5 58.00 High
Mean
4.00 3.17 2.50 3.67 3.33 4.67 3.00 3.50 4.17 4.17 3.00 4.00 43.17 Average
Score
The individual teacher grit scores table above shows that only 16% (n=1) of the
teacher participants got high grit score (58). The majority 67% (n=4) of the teacher
participant got average grit scores of 42, 42, 43 and 40 respectively. While, 16% (n=1) of
the teacher participants got low grit score (34). Moreover, the overall grit level of General
Elementary Education Teachers is at Average Level with the Grit Score of 43.17.
An overall grit score of 43.17 already suggest a good grit level which appeared to
positively influence student achievement (Mccain, 2017). The study of Argon & Kaya
( 2018) also supported the finding that grit in a good level ensures positive performance,
but also positive teacher health and mood in school.
Table 6. Shows the Cumulative Ranking of Grit Survey
Cumulative Ranking of Grit Survey Items by Questionnaire Item

Ranking Teacher Survey Survey item
Ranking Order
1 4.67 6 "I am hard worker."
2 4.17 9 "I finish whatever I begin."
3 4.17 10 "I have achieved a goal that took years of work."
4 4.00 1 "I have overcome setbacks to conquer an important challenge."
5 4.00 12 "I am diligent."
6 3.67 4 "Setbacks don’t discourage me."
7 3.50 8 "I have difficulty maintaining my focus on projects that take more tan a few months to
complete."
8 3.33 5 "I have been obsessed with a certain idea or project for a short time but later lost
interest."
9 3.17 2 "New ideas and projects sometimes distract me from previous ones."
10 3.00 7 "I often set a goal but later choose to pursue a different one"
11 3.00 11 "I become interested in new pursuits every few months."
12 2.50 3 "My interests change from year to year."
“I am a hard worker” scored the highest (4.67) on the survey. The second highest
ranking (4.17) was “I finish whatever I begin.” For the third highest rank item (4.17),
teacher supported “I have achieved a goal that took years to work”
The lowest ranked survey item included by teachers was “My interests change
from year to year.” The second lowest was “I become interested in new pursuits every
few months” (3.00). The third lowest was “I often set a goal but later choose set pursue a
different one” (300).
Therefore, it can be concluded that General Elementary Education Teachers in
CAA Elementary School who teach CWSN perceived themselves as hard workers, they
finish whatever they begin and they have achieved goals that took years to work.
The findings above have supported the outcomes of the study conducted by
Martin’s (2016). Both studies found “I am a hard worker” to be the highest. Another
similarity was that “I finish whatever I begin” has ranked second and third for the current
study and for Martin’s (2016) study respectively. The previous study was carried out
among teachers in special education, while the recent study was carried out among
general elementary education teachers. Moreover, both respondents were teaching
CWSN.
In addition, the teacher’s statements, “I make sure that my lessons for the whole
week even for the whole month are already prepared”, “I don’t force my students to
immediately learn the lessons, if it will take them a week, two, years or more it’s okay as
long as my students will achieve their learning goals”, “I feel very fulfilled whenever my
students learn something even if it’s just a simple thing like being able to write. For
others, it might look insignificant, but the thought that you worked hard for it for months
even for years is already very satisfying”, “Even at times I would spend my own money
to provide them with instructional materials it’s okay. What we only hope for is that
students and the parents will also appreciate our efforts” and “I never give up on any
tasks. I always try to be flexible to achieve our instructional goals” during the interview
carried out by the researcher with the General Elementary Education Teacher who got the
highest score in both grit ( 58 – High) and teacher effectiveness (4.50- Very Highly
Effective) surveys provided additional support for the recent findings.
Statement of the problem 2 looked at the level of Teacher effectiveness as
determined by teacher effectiveness scale survey. Teacher data were analyzed and
described according to SOP 2. Teacher responses to the survey were scored then
tabulated in a spreadsheet for question two.
The data presented in Table 7 provides a look at Teacher effectiveness scale
scores for each teacher related to SOP 2. It also showed the scores based on six
dimensions of Teaching Effectiveness.
Table 7. Shows the Individual Teacher Effectiveness Scores
Questionnaire Item Number Teacher

Teacher Meaning
Effectiveness Scores
P SME RCS PC TS CMS
1 4.00 3.86 4.40 3.80 3.70 4.00 3.93 Highly effective
4 4.00 4.71 4.00 4.20 4.20 4.17 4.23 Very Highly Effective
6 4.43 4.71 4.60 4.40 4.30 4.67 4.50 Very Highly Effective
Mean
3.98 4.21 4.27 4.17 3.87 4.19 4.08 Highly effective
Score
The individual teacher effectiveness scores table above shows that 33% (n=2) of
the teacher participants are very highly effective with the scores of 4.50, and 4.23
respectively. While the majority, 66% (n=4) of the teacher participant are highly effective
with the scores of 4.15, 4.15, 3.93 and 3.55 respectively.
The table above also shows that Teaching Effectiveness level on “Subject Matter
Expertise” and “Relational Competence with Students” of General Elementary Education
Teacher of CAA Elementary School who teach CWSN is at a “Very Good Level” with
Scores of 4.21 and 4.27 respectively. In addition, the dimension of “Personality,
Professional Competence, Teaching Style and Classroom Management Style” of General
Elementary Education Teachers is at “Good Level” with Scores of 3.98, 4.17, 3.87, and
4.19 respectively. Moreover, the general level of Effectiveness of General Elementary
Education Teachers is at “Good Level” with 4.08 score. Or it could be stated in another
point of view that the teaching provided by the General Elementary Education Teachers
that teach CWSN in CAA Elementary School is highly effective.
Statement of the problem 3 explored the relationship between grit and teacher
effectiveness of general elementary education teachers in CAA Elementary School who
teach CWSN as measured by “Spearman’s rank correlation coefficient”. The data were
analyzed and described according to SOP 3.
H01: There is no significant relationship between grit and teacher effectiveness of
General Elementary Education Teacher?

Table 8. Shows the value of r, strength, p-value, interpretation, and decision on
the relationship between grit and teacher effectiveness of General Elementary Education
Teachers in CAA Elementary School who teach CWSN.
R Strength P Interpretation Decision

Grit
Not Accept
Teacher -.585 Moderate .222
significant Ho
Effectiveness
The value of r = -0.585 indicates that there is a moderate negative correlation
between grit and teacher effectiveness. The P value equal to 0.222 is is more than 0.05
alpha. Hence, the H01 is accepted and it could be stated that significant relationship
between grit and teacher effectiveness of the General Elementary Education Teachers
that Teach CWSN does not exist. It implies that changes in grit are not related to the
changes in teacher effectiveness.
The finding above has opposed the results of the research performed by Angela
Lee Duckworth et al., (2009). Their study found “grit and life satisfaction” to have
substantial positive impact on effectiveness.
Statement of the problem 4 explored the significant difference between grit and
teacher effectiveness of General Elementary Education Teachers in CAA Elementary
School who teach CWSN based on gender, age, and years taught as measured by “Mann-
Whitney U Test”. The data were analyzed and described according to SOP 4.
H02: There is no significant difference between grit and teacher effectiveness of general
Elementary education teacher, based on:
a. Age
b. Gender
c. Years of Teaching
Table 9. Shows the p-value, interpretation, and decision on the significant
difference between grit and teacher effectiveness of General Elementary Education
Teachers based on age.
Demographic P Interpretation Decision

Profile
Not
Grit .817 Accept Ho
significant
Age
Not
Teacher Effectiveness .507 Accept Ho
significant
The p value equal to 0.817 is more than 0.05 alpha. Hence, the H0 2.a is accepted
and it could be stated that significant difference in grit teachers based on age does not
exist. It implies that age does not significantly influence the grit of teachers.
The finding is supported by the study of Kannangara (2018) that grit varied in
age. In addition, this result has opposed the results of the research performed by Crehan
(2015). His study revealed that age does not significantly vary in grit.
The p value equal to 0.507 is more than 0.05 alpha. Hence, the H0 2.a is accepted
and it could be stated that significant difference in teacher effectiveness of teachers based
on age does not exist. It implies that age on teaching effectiveness has no significant
difference.
The finding negates the findings of Rahida Aini et al. (2018) that significant
difference between age and effectiveness does exist.
difference between grit and teacher effectiveness of General Elementary Education
Teachers based on gender.

Profile
Not
Grit .756 Accept Ho
significant
Gender
Not
Teacher Effectiveness 1.000 Accept Ho
significant
Table 11. Shows the No. of Participants, Average (Mean), and Meaning of
Teachers on Grit based on gender.
Gender N Mean Meaning

Scores
Female 5 45 Average
Male 1 34 Low
Total 6 43.17 Average
The p value equal to 0.756 is more than 0.05 alpha. Hence, the H0 2.b is accepted
and it could be stated that significant difference in grit of teachers based on gender does
not exist. It implies that gender and grit of teachers have no significant difference.
The finding is supported by the study of Crehan (2015) that gender does not
significantly vary in grit. On the other hand, This result disproves the outcomes of
Kannangara's (2018) study that the grit level is significantly higher among females. It
also negates the findings of Argon and Kaya (2018) that teachers that are female are
grittier than male teachers. On the other hand, based on their acquired grit, it could be
stated that grit level acquired by female Teachers that teach CWSN is relatively better
than male.
The p value equal to 1.000 is more than 0.05 alpha. Hence, the H0 2.b is accepted
and it could be stated that significant difference in teacher effectiveness of teachers based
on gender does not exist. It implies that gender and teaching effectiveness of teachers has
no significant difference.
The result is reinforced by Dash and Barman (2016) that there is no significant
difference in teacher effectiveness based on gender. However, the finding negates the
findings of Roy and Halder (2018) that indicators such as intellectual, personal, and
professional aspects of teaching effectiveness have found to have significant difference
when grouped by gender.
difference between grit and teacher effectiveness of Teachers based on years of teaching.

Profile
Not
Grit .623 Accept Ho
Years of significant
Teaching Not
Teacher Effectiveness .060 Accept Ho
significant
The p value equal to 0.623 is more than 0.05 alpha. Hence, the H0 2.c is accepted
and it could be stated that significant influence in the grit of teachers based on years of
teaching does not exist. It implies that years taught and grit of teachers has no significant
difference.
The finding is supported by the study of Deanna Dobbins (2016) that teacher’s
number of years in service does not significantly influence teacher grit.
Table 13. Shows the No. of Participants, Average (Mean), and Meaning of
Teacher Effectiveness based on their years of teaching.
N Mean Meaning
Teaching Experience
5 and below years 4 3.94 Highly Effective
6-10 years 2 4.36 Very Highly Effective
Total 6 4.08 Highly Effective
The p value equal to 0.0.60 is is more than 0.05 alpha. Hence, the H0 2.c is
accepted and it could be stated that significant difference in teacher effectiveness of
teachers based on years of teaching does not exist. It implies that years taught and
teaching effectiveness of teachers has no significant difference.
The finding disproves the results of the study conducted by Rahida Aini et al.
(2018) that significant difference between years of experience and teaching effectiveness
exists. Moreover, based on the obtained Scores, it could be stated that the level of
Effectiveness of Teachers with 6-10 years of teaching is comparatively better than
Teachers with 5 and below years of teaching.

Chapter 4
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter is about the summary, a review of the major findings, a description
on the conclusions and recommendation for future study.
Summary
This study wanted to find out if a significant association between grit and
effectiveness exists. Most of the studies focused on the association between grit and
GPA of students, academic achievement, and intellectual quotient. Previous research has
not yet been established whether changes in teacher grit influence changes in teacher
effectiveness. Teachers are the most significant elements that may affect student
achievement (Orphanos, 2008). Students especially CWSN desperately need teachers
that are passionate and persevering.
Grit was created from positive psychology and defines a person’s inclination to
insistently chase their goals despite challenges or difficulties (Schmidt et al., 2019). It is a
non-academic skill that was supported by the previous studies to have a significant
influence in different academic fields.
In addition, it was found that there were only a very small number of aspiring
students who pursued special education which resulted in a few numbers of teachers. This
explained why most teachers in the special class of the designated public school are
composed of General Elementary Education Teachers. The research assumes relationship
between grit and teacher effectiveness of General Elementary Education teachers that
teach CWSN.
General Elementary Education Teachers in CAA Elementary School that teach
CWSN were asked to complete the Grit-O Scale survey and Teacher Effectiveness
Survey. Results from the surveys were analyzed to answer the statement of problem one,
two, three, and four. Statistical methods were utilized to examine the data including
“Spearman’s correlation coefficient and Mann-Whitney U test”. Spearman’s correlation
coefficient was carried out to measure the relationship between grit and teacher
effectiveness. “Mann-Whitney U test” was utilized to examine the significant difference
between grit and teacher effectiveness based on age, gender, and years of teaching.
Major Findings
The following are the major findings:
1. The first SOP focused on the grit level of General Elementary Education Teachers
as measured by Grit-O scale. Grit scores were grouped into three, wherein the
scores between 1 and 35 were considered low, scores between 36 and 45 were
considered average, and scores between 46 and 60 were considered high grit
scores. The finding showed that the grit level of General Elementary Education
Teachers is at average that suggests a good grit level with the grit score of 43.17,
which can ensure positive teacher performance, health and mood and could bring
positive influence on student achievement
In addition, the cumulative ranking of grit survey items suggested that
General Elementary Education Teachers perceived themselves as hard workers,

they finish whatever they begin and they have achieved goals that took years to
work.
2. The second SOP focused on the level of teaching effectiveness of General
Elementary Education Teachers as measured by Teacher Effectiveness Survey.
The study used the criteria for understanding the mean of the level of teaching
effectiveness by Dash and Barman (2016) to interpret the mean scores. The
results showed that majority teachers are highly effective. The overall level of
teaching effectiveness is at “good level” with the score of 4.08. Or it could be
stated in another point of view that the teaching provided by the General
Elementary Education Teachers in CAA Elementary School that teach CWSN is
highly effective.
3. The third SOP focused on the association between grit and teacher effectiveness.
Spearman’s rank correlation coefficient, a non-parametric measure was used. The
finding indicated that there is a moderate negative correlation between the two
variables with the value of r equals to -0.589. The result showed that significant
relationship between grit and teacher effectiveness does not exist.
4. The fourth SOP focused on the significant difference between grit and teacher
effectiveness based on age, gender, and years in teaching. The study used “Mann-
Whitney U Test” to find a possible significant difference. Findings showed no
significant difference between grit and teacher effectiveness based on age, gender,
and years in teaching. On the other hand, based on the obtained scores, it could be
stated that grit level of female Teachers is relatively superior than male, and the
level of teaching effectiveness of General Elementary Education Teachers with 6-
10 years of teaching is comparatively better than those with 5 and below years of
teaching.
Conclusions
From the major findings the following conclusions are drawn:
1. The Grit Level of General Elementary Education Teachers that teach CWSN in
CAA Elementary School is average or in a good level and they perceived
themselves as hard workers, they finish whatever they begin and they have
achieved goals that took years to work.
2. The level of Teaching Effectiveness of General Elementary Education Teachers
that teaches CWSN in CAA Elementary School is Good. It implies that they
provide the students with highly effective teaching instruction.
3. It is concluded that significant relationship between grit and teacher effectiveness
of General Elementary Education Teachers that teach CWSN in CAA
Elementary School does not exist. It implies that changes in grit are not related to
the changes in teacher effectiveness.
4. It is concluded that significant influence in the grit of General Elementary
Education Teachers that teach CWSN in CAA Elementary School based on age
does not exist. It implies that age has no significant influence on grit of General
Elementary Education Teachers that teach CWSN in CAA Elementary School.
5. It is concluded that significant difference in teacher effectiveness of General
Elementary Education Teachers that teach CWSN in CAA Elementary School

based on age does not exist. It implies that age has no significant influence on
teacher effectiveness of General Elementary Education Teachers that teach
CWSN in CAA Elementary School.
Education Teachers that teach CWSN in CAA Elementary School based on
gender does not exist. It implies that gender has no significant influence on grit of
General Elementary Education Teachers that teach CWSN in CAA Elementary
School. On the other hand, based on the data of their acquired grit scores, it could
be stated that the grit level of female General Elementary Education Teachers that
teach CWSN is comparatively better than male.
based on gender does not exist. It implies that gender has no significant influence
on teacher effectiveness of General Elementary Education Teachers that teach
CWSN in CAA Elementary School
Education Teachers that teach CWSN in CAA Elementary School based on years
of teaching does not exist. It implies that years taught has no significant influence
on grit of General Elementary Education Teachers that teach CWSN in CAA
Elementary School.

based on years of teaching does not exist. It implies that years taught has no
significant influence on teacher effectiveness of General Elementary Education
Teachers that teach CWSN in CAA Elementary School. On the other hand, based
on the data of their acquired Mean Scores, it could be stated that the level of
Teaching Effectiveness of General Elementary Education Teachers that teach
CWSN with 6-10 years of teaching is comparatively better than General
Elementary Education Teachers that teach CWSN with 5 and below years of
teaching.
Recommendations
Based on the results of the research, the following are recommended:
1. More studies are needed to increase the knowledge about the impact of grit on teacher
effectiveness. The research may be replicated using a larger number of sample size
which could show more probability for getting a stronger relationship.
2. Another recommendation for research includes examining the difference in
effectiveness based on its dimensions.
3. Another question for further research is to examine the difference in teacher grit and
teacher effectiveness based on students’ disability.
4. Since the study only focused on General Elementary Education Teachers, it is
recommended for future researchers to include teachers in special education. Also
to find out if there is significant different in grit and teacher effectiveness between
General Elementary Education Teachers and Teachers in Special Education who
teach CWSN.
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APPENDIXES
Appendix A: Letter to respondent school

Appendix B: Consent Form

Appendix D: Permission letter to use the Grit-O Survey

Appendix E: Grit-O Survey

Appendix F: Teacher Effectiveness Survey

Appendix G: Cronbach Alpha Result

Appendix H: Rubrics for Content Validation – Ms. Marie Ann C. Mirando

Appendix I: Rubrics for Content Validation – Ms. Malen Ibanez

Appendix J: SPSS Correlation Tables


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Southville International School and Colleges

Luxembourg St., BF Homes International, Las Piñas City 1740 1

impacts on the outcome (Mccain, 2017). Similarly, insight in terms of “perseverance of

teaching effectiveness (Angela Lee Duckworth et al., 2009).

been recognized whether changes in teacher grit influence changes in teacher

education department, and future researchers. Moreover, it also provided information

In chapter 3, “Spearman’s correlation coefficient and Mann-Whitney U test”,

the discussion of participants’ demographic profile. The chapter then discusses

gender, age, and years taught.

Chapter 4 illustrations the research summary, identifies research findings,

REVIEW OF RELATED LITERATURE

included in this chapter are relevant to the current study.

EdD students in their doctoral completion (Blanchard, 2018). Grit-S is identified by a

two-factor model encompassing persistence of effort including constancy of interest. It

was found to be a proficient assessment of grit by a research performed among Chinese

(2019) reported that “perseverance of effort” is moderately correlated with personality

strengths, well-being as well as beliefs about well-being. Conversely, “consistency of

study of Gruenberg as well as Brock, and MacDougall acknowledged that significant

corresponding to a postgrad in pharmacy. Moreover, their study also found that

students’ self-regulation, self-control and commitment. Furthermore, “perseverance of

engagement and self-regulation, which were found to be stronger predictors of students’

found with grit-effort found on students’ grades, as well as no significant influence of

grit-interest found on grades and effort (Hagger & Hamilton, 2019).

General intelligence which refers to wide mental competence that influences

efficiency on cognitive ability was believed to be the utmost predictor of accomplishment

differences among individuals. A study by Duckworth (2007) that attempted to find

under the categories of affective domain.

A research performed by Christina Wilson (2016) attempted to determine a

not also exist (Wilson, 2016).

two components, which is not consisted of passion. In addition, it was conscientiousness

that relationship between variables existed (Erickson, 2017).

academic achievement. Prior studies about indicators of postsecondary performance have

Consequently, these studies have identified a non-cognitive trait, grit which is

professional success. Williams study concentrated on the association of grit and

To investigate the internal organization, score authenticity, marking, and reading

confirmatory factor analysis to create a comparison amongst four opposing theoretical

regarded to both regularity of interest or effort subscale (Li, 2015).

In school, it is expected especially for teachers to encounter different types of

whether classification of gifted students may possibly impacted negatively on their

“consistency of interest” is accepting while the” perseverance of effort” is at completely

2016). The grit level of an individual can be measured by grit-S survey.

and students does not exist (Mccain, 2017).

The effectiveness of teaching is not an easy venture for it is an art that is

transmitted by teacher to increase the quality of learning of every learner. It is very

important, because teaching effectiveness measures the meaningfulness of the learning,

pointed out a considerable difference in teaching effectiveness based on the location of

established a statically significant difference between experience, age, and teaching

effectiveness and experience of teachers a problematic and nonlinear relationship (Irvine,

studies were unsuccessful in finding significant association among effectiveness and

namely degree of level or amount of coursework. The study of Orphanos (2008)

examined the correlation between effectiveness and teacher's performance in academic.

of teacher academic achievement as predictor of teaching effectiveness (Orphanos, 2008).

teaching effectiveness. The study will be making an impact through enabling

effectiveness. However, indicators such as intellectual, personal, and professional aspects

and locality (Roy & Halder, 2018).

Another study about teacher effectiveness carried out an assessment on the

included teaching effectiveness factors such as management of learning, independent

received has an impact on teaching effectiveness (Agsalud, 2017).

Non-academic, non-cognitive trait such as grit presented several possible insights

teacher effectiveness”, was found.

General elementary education teachers

general elementary education teachers to handle CWSN.

and trainings display significantly higher achievement. In addition, the improvement on