CLASSROOM MANAGEMENT IN RELATION TO STUDENT'S INTEREST

IN TECHNOLOGY AND LIVELIHOOD EDUCATION

DEPARTMENT OF EDUCATION
TOLEDO CITY DIVISION, CEBU

A Thesis Proposal Presented to the

Dean and Faculty of the Graduate School

University Of Bohol

In Partial Fulfillment Of the Requirements

For the Degree of

MASTER OF ARTS IN EDUCATIONAL MANAGEMENT

By

KRIZZIE JOY D. CAILING

MARCH 2020
 Table of Contents

CHAPTER 1............................................................................................................4
THE PROBLEM AND ITS SCOPE.........................................................................4
Introduction.....................................................................................................4

Theoretical Background.................................................................................7

Theories...........................................................................................................7
Legal Bases....................................................................................................9

Review of Related Literature........................................................................12

Related Studies............................................................................................19

Statement of the Problem............................................................................30

Significance of the Study..............................................................................34

OPERATIONAL DEFINITION OF TERMS..................................................35

RESEARCH METHODOLOGY............................................................................37
Research Design..........................................................................................37

Subject of the Study.....................................................................................37

Environment.................................................................................................40

Instrument....................................................................................................41

Data Gathering Procedures.........................................................................44

Ethical Considerations of Research.............................................................45

Statistical Treatment of Data........................................................................45

2
 OPERATIONAL DEFINITION OF TERMS..................................................50

List of References.................................................................................................52

3
 CHAPTER 1
THE PROBLEM AND ITS SCOPE

Introduction

The Philippines has finally embarked on adopting the world-renowned K to

12 Curriculum, also known as the 2013 Enhanced Basic Education Act (Republic

Law No. 10533). Integrating Technical Vocational Skills, Competencies, and

Qualifications in Technology and Livelihood Education (TLE) into the Junior High

School and Technical Vocational Living (TVL) at Senior high is among the

curriculum's distinctive features.

Technical and vocational education-related topics are a popular topic for

researchers to explore, and even in school and classroom settings. Technology

and Livelihood Education (TLE) has four components: Home Economics,

Information Technology, Communication, Agri-Fishery, and Industrial Arts. It has

category into a wide variety of fields. Nevertheless, there are still qualms and

resistance from different sectors that reject the new curriculum's implementation.

The nation's teachers and administrators have no choice but to implement it

excellently. TLE teachers should have a wide array of knowledge in the subject

matter to achieve this distinction. The circumstance is, however, that the subject

offers a wide range of communicative areas.

Throughout grades 7 and 8, TLE fields to be instructed should be four for

each grade level, allowing them to choose between the various areas.

Henceforth, the triumph of any educational scheme is a function of the value of

classroom management. Classroom management is a topic of persistent anxiety

for teachers, administrators, and the public. It consistently positions as the first or

4
second supreme severe educational delinquent in the broad audience's

perceptiveness, and beginning teachers consistently rank it as their most

pressing concern during their early teaching years. Management problems

continue to be a significant cause of teacher burnout and job dissatisfaction.

Teaching the subject Technology and Livelihood Education (TLE) is even more

challenging. It needs a broad knowledge of the subject, curriculum and

standards, enthusiasm, caring attitude, innovation, love of learning, management

techniques in the classroom, and a desire to make a difference in young people's

lives. Strangely enough, given this persistent concern on the part of educators

and the public, the researcher has chosen to focus on managing classrooms or

associate with this vital area.

Professional progress keeps teachers conversant on new research on

how students acquire, develop technology tools for the classroom, and new

program resources. Still, active professional development qualifies educators to

progress the competencies, such as the knowledge and skills to address

students' learning challenges and interests. The existing dilemma could be to

create the students involved in such a particular topic. There are so many

variables that may affect their engagement. Concentration difficulties, family

problems, emotional difficulties, learning disabilities, and many other factors

triggered in low interest. Sometimes it is just pure boredom–it is not all fun all the

time. Even bubbling hormones that flow through adolescents' bodies will make it

difficult to focus on anything other than a schoolmate in the nearest chair.

5
 The student's interest in a subject has much influence over it. When the

topic connects to what students like to do, engagement deepens as they willingly

spend time thinking, dialogue, and creating ideas in meaningful ways.

Sometimes relevant content and opinions are reflected in the world beyond the

classroom or school building— in ways that students cannot see as if they are

going through life wearing a blindfold. As teachers plan content, delivery, and

product, differentiating interests helps to remove the blindfold so that learners

can see those unseen principles made visible.

Whether it is a "race to the top" or "no child left behind" or "every student

succeeds," U.S. education policy focuses on increasing student performance,

with much less focus on sustaining student interest. Nonetheless, when students

are interested in the subject, they become more involved, take more classes,

develop information efficiently, and ultimately perform well (Hidi & Harackiewicz,

2000). Interest is a robust motivational process that stimulates learning and

guides academic and career pathways (Renninger & Hidi, 2016). 

Those mentioned above give the researchers an idea to conduct a

research study with the topic's response. This research study has the purpose to

recommend enhancement measure on classroom management concerning their

students interest in Tle and will improve the student's interest especially in TLE

subject and to conform with the instructional conditions that are usually used by

the teachers considered to be successful with the students in learning TLE.

6
Theoretical Background

Theories

This study concentrates on classroom management dimensions of high

school teachers and students' school interest, affixed to the subsequent

philosophies.

Kolb's Theory of Experiential Learning. It states that learning is "the

process whereby knowledge creates through experience transformation." The

students can discover in the four angles of a classroom, the teacher must not

teach with the theories only, but instead, he/she must let his/her students

experience it.

Social Learning Theory by Albert Bandura (1997) developed based on

the theory of personality. He posits that people learn from one another, via

observation, imitation, and modeling. His approach often bridges behaviorist and

cognitive learning theories because it encompasses attention, memory, and

motivation. He defined self-efficacy as the "beliefs in one's capability to organize

and execute the courses of action required to manage prospective situations."

Self-efficacy is a central component in managing classrooms today.

Reality and Choice theory states that students need to have an

awareness of their responsibility and to make their own decisions about their

learning and behavior in the classroom, students must have a choice and that if

they help choose their curriculum and decide on the rules in the school, they will

then have ownership of their learning, have pride in their participation, will have

7
higher self-esteem and will exhibit more significant levels of self-confidence and

higher levels of cognition. This approach to classroom management creates a

safe space to learn, as mainly it is their space.

B.f. Skinner's Behaviorism in a modification that stresses the stimulus-

response approach to learners. The teachers should be aware that a positive

stimulus should be presented to the study to achieve the desired outcome.

Erickson's Theory of Development and Sullivan's Observation on the

self-concept stresses the importance of making students feel confident about

their ability. The teacher should encourage the students to perform an activity for

their own sake and personal growth and satisfaction.

Vygotsky's Social Development Theory argues that social interaction

precedes development; consciousness and cognition are the end product of

socialization and social behavior. A constructivist teacher creates a context for

learning in which students can become engaged in exciting activities that

encourages and facilitates learning. The teacher does not merely stand by,

however, and watch children explore and discover. Instead, the teacher may

often guide students as they approach problems, may encourage them to work in

groups to think about issues and questions, and support them with

encouragement and advice as they tackle problems, adventures, and challenges

that are rooted in real-life situations that are both interesting to the students and

satisfying in terms of the result of their work.

8
Legal Bases

These study anchors on legal bases that solidify these undertakings. Thus

several laws are regulated in the country to ensure the rights and welfare of its

inhabitants. This study finds support in the following generated legal documents.

Sustainable development goal 4 , the educational goal of United Nation it

aims to ensure inclusive and equitable quality education and promote lifelong

learning opportunities for all' . Therefore, education contributes to reducing

inequality and achieving gender equality.

According to Article XIV, Section 1 of the 1987 Constitution of the

Republic of the Philippines specifies that "the state shall protect and promote

the right of all citizens to quality education at all levels and shall also take

appropriate steps to make such education accessible for all.

According to Article XIV, Section 2.1 of The Republic of the

Philippines's 1987 Constitution, the state shall establish, maintain, and support

a complete, adequate and integrated system of education applicable to the

people and society's needs.

This 2 section in the 1987 constitution means that we teach as a facilitator

in our classroom, we should know how to integrate proper classroom

management to fit the students and society's needs.

According to Section 16 of Republic Act No. 10533, entitled "An Act

Enhancing the Philippine Basic Education System by Strengthening Its

Curriculum and Increasing the Number of Years for Basic Education,

9
Appropriating Funds Therefor and for Other Purposes," otherwise known as

the "Enhanced Basic Education Act of 2013," approved on May 15, 2013, and

which took effect on June 8, 2013, the Department of Education (DepEd), the

Commission on Higher Education (CHED), and the Technical Education and

Skills Development Authority (TESDA).

The Republic Act No. 7796, otherwise identified as the Technical

Education and Skills Development Act of 1994, aims to inspire the full

participation of and mobilize the industry, labor, local government units, and

technical and vocational education and training (TVET) institutions in the skills

development of the country's human resources.

The Code of Ethics for Public School Teachers Republic Act 4670,

Section 7, states that the teacher's work in the young's development and

guidance is a tremendous responsibility for which he is held responsible to God,

this country, and posterity. It is a trust that every teacher should strive to be

worthy and should be his imposed duty to improve himself continually and

professionally.

Resolution No.435, Series of 1997, the Code of Ethics for

Professional Teachers. Article VII. Sec.2. of the code of ethics for professional

teachers states that the teacher shall recognize that the interest and welfare of

learners say the teacher shall acknowledge that the interest and welfare of

learners are his first and foremost concern, and shall handle each learner justify

and impartially." Article VIII.Sec.Nine states that the teacher shall ensure that

10
condition contributed to learners' maximum development and adequate and shall

extend needed assistance in preventing solving learner's problems and

difficulties. Besides, the teachers must serve as a second parent to guide,

facilitate, and provide upgraded knowledge and overcome anxieties and

difficulties through teaching styles and encouragement.

Technical Vocational Education (TVE) 's main objective in the Philippines

is to improve a resilient and suitably proficient middle-level human resources

retaining capabilities supporting national development. It trains individuals with

work values, knowledge, and skills for entrance and development in their chosen

occupations. Under Batas Pambansa Blg.232, otherwise known as the

Education Act of 1982, Technical Vocational Education (TVE) mandates to

provide leadership and a unified direction in developing and promoting technical-

vocational education the management, planning, and regulations of the technical-

vocational education system (Tugadi, 1993).

According to Department Order No.40, s. 1975, practical arts education

in secondary education intends to help the learner comprehend the world of work

and define his interest in certain broad occupational areas sampled or studied. It

aims to develop specific expertise and understanding that will help the learner

choose his vocation wisely and possibly enter upon with a definite amount of

knowledge and expertise to help the choice of work. Prominently, practical arts

education focuses on career awareness, orientation, exploration of the world of

work, and values and work ethics. Also, it enhances the transmission of cultural

11
heritage and appreciation of the achievements of the Filipino people,

predominantly in technology and in the world of work.

It is evident in our country's constitutional mandates that students are

entitled to receive a quality education from the teachers' specific concern. The

teachers' assistance and instruction can develop students' critical and analytical

thinking skills and become globally competitive graduates.

Review of Related Literature

A survey of related literature and studies has been conducted and has

drawn out some concepts, ideas, and databases in formulating approaches,

formats, instruments, and necessary information in the study's conduct

Future educators' perceptions of technology and livelihood

education status and development of work skills. Amid the learning areas,

the Technology and Livelihood Education substance is the most experiential,

interactive, interdisciplinary, and value-laden. This education area provides

Filipino learners in the value period to establish applied knowledge and life

abilities gained, especially the gifts of vocational efficiency and empathy.

Technology and livelihood education is essential to becoming a fervent adherent

of the modern workforce. Taking a career track and then learning the technology

connected to that ground or diligence can be a unique way to improve the

chances of succeeding in a career endeavor. Technology education is broadly

available.

12
Nonetheless, it is not frequently able. Stereotypically, students will appear to

vocational schools, technical colleges, and universities to learn technology,

including computer programming. Technology and Livelihood Education

anticipates improving knowledge, skills, values, and approaches that will

organize the students for admission into the world of work. It will empower the

students to understand and attain proficiencies in different undertakings by how

they relate to Home Economics, Agriculture Arts, Industrial Arts, and

Entrepreneurship. Study of Technology and Livelihood Education prerequisites

rerouting to suit the conditions in today's society and uphold progression in

understanding and answering the prerequisites of individuals, families, and the

community (Sizoo, 2005). In this light, the acquirement of knowledge and skills

and values and attitudes is indispensable to support the learners as they go

through the realm of work that should emphasize. Schools have a concern to

elevate every student's speculative and enduring learning. In due time, these

students predict contributing meaningfully to developing a self-motivated and

self-sustaining economy, the pursuit of a better quality of life, and the attainment

of global competitiveness.

Student's Interest in Science and Technology. The Analysis of studies and

syntheses that we have just cited shows that interest is strongly associated with

specific variables and dimensions. Like as, the literature analysis of Potvin &

Hasni (2014), founded upon 228 study articles, designates that is accumulating

to other variables such as gender, grade level, country of origin, the studies

highlight the critical part of school-related variables, self-efficacy, and sociological

13
variables The literature review pressures the essential to pay special attention to

distinct domains or scientific disciplines such as biology, physics, chemistry, and

deliberate contrast of S&T with the other subjects that made up the curriculum.

Furthermore, the same review also highlights the importance of variables such as

gender, grade level, and self-efficacy.

Characterization of the concept of interest. According to Hidi et al. (2011)

consider that "the significant standard of the interesting paradigm which permits it

to distinguished from several neighboring motivational perceptions such as

attitude and enthusiasm is its content specificity" (Krapp & Prenzel, 2011).

"Individuals cannot simply have an interest: an individual must be interested

approximately" (Gardner, 1996, p. 6, in Krapp, 2007). "The interest paradigm

abstract as a relational perception: an interest signifies or designates a more or

less permanent explicit link among an individual and a thing in his or her life-

space" (Krapp, 2007). The entity of interest in the field of S&T can be a definite

subject such as biology, physics, chemistry, a particular area or lot of information,

the study of animals, a tangible process or object as lab manipulations, an

abstract scientific movement such as formulating a scientific delinquent or

question or analyzing data, (Häussler, 1987; Häussler & Hofmann, 2000; Krapp,

2007; Krapp & Prenzel, 2011). When deliberating S&T as an object of interest, it

is also crucial to differentiate the way S&T is perceived in civilization (outside

school) from how it is imparted and erudite in the school context.

Dimensions of the concept of interest. Interest is a multidimensional concept

whose functioning description entails expressive, cognitive (knowledge), and

14
connected value as value accredited to the object of interest scopes (Hidi, 2006

et al.)Representations such as the 'four-phase model' of interest progress by Hidi

& Renninger (2006) recommend interdependency among these extents as

interest grows and is maintained. Though the very earliest phases of interest

might consider to be an emotion and to involve minimal knowledge requirements

(Hidi,2006; Reeve, Jang, Hardre & Omura, 2002), "Hidi and Renninger

suggested that for interest to develop, knowledge and value, also, to affect, need

to be present" (Ainley et Ainley, 2011, p. 69).

a) Emotional (affective) characteristics – "feeling-related" aspect

denotes to emotion and the sense of enjoyment provided by the actual or evoked

presence of a particular object, as well as the involvement in an interaction with

it. For instance, this can mean appreciating science, having fun with science, or

its specific objects (contents, teaching methods). As per Krapp (2007) evokes

that it has proposed that emotional experiences deliberate as related to the

primary needs of competence, self-rule, and social connection in order to

characterize interest-specific emotional experiences."

b) Cognitive aspects – This dimension stands on object-related

knowledge: what students distinguish or think they know about it. Indeed, there is

no interest; Interest in an object prompts a desire to learn more about it. Krapp

(2007) states that an individual concerned with a definite subject extent is not

content with their present level of knowledge or capabilities in that interest area.

Moderately, there is a high enthusiasm to obtain new information, undertake new

knowledge, and broaden the realm's competencies. Nevertheless, there is also a

15
high readiness for stimulating interest-related competencies in circumstances

that do not require new learning (p. 10).

c) Value-related characteristics – according to Ainley & Ainley (2011)

used data from the PISA international learning of science accomplishment to

propose that value is a resilient forecaster of students' enjoyment of science and

that enjoyment intercedes the analytical effects of value in learning science

(Renninger & Hidi, 2011). In our case, this is the worth individuals attribute to the

object of their Interest (S&T or its components). Moreover, Krapp (2007), positive

assessment consequences from the unit of identification with the object of

interest from such a theoretical perspective. The worth component of interest

denotes employing the perception of 'self-intentionality' to create it clear that the

aims and volitionally realized intentions related to the object area of interest are

harmonious with the attitudes, expectations, values, and other features of the

individual's self-system. In linking with this aspect, one might also deliberate the

role entities assign to the S&T erudite at school in their lives outside school.

Levels for studying interest. a) its connotation categorizes situational interest

with a peripheral factor such as situation, a task, a context, to which a species is

visible and where the individual tangle in a collaboration (Ainley et al., 2002; Hidi

& Renninger, 2006). The condition may yield an optimistic feeling such as the

joy of appealing in scientific research or an undesirable one such as revulsion in

perceiving and relating the fragments of a scorpion) (Swarat, Ortony, & Revelle,

2012). In the school milieu, this condition may involve a precise understanding of

which students are visible or their responsibilities in leading experimentations,

16
attending to the teacher, and understanding workbooks). According to Hidi (2001,

2006), "this inner state comprises concentrated attention, increased cognitive

functioning, perseverance, and affective involvement" (Krapp, 2007, p. 9). An

additional characteristic of this kind of interest is that even if it is transitory, under

some situations, it can provide the basis for longer situational Interest (Krapp,

2007): "When situational interest sustain over time, or when it frequently occurs

in response to the identical stimuli, does it probably lead to long-term interest,

improved knowledge, alterations in values, and constant positive feelings"

(Swarat et al., 2012, p. 4). In a broad review, Hidi & Harackiewicz (2000)

generalized that "situational interest can contribute to the development of long-

lasting personal interest" (p. 155).

b) Personal (individual) interest is categorized by the fundamental desire

to comprehend a precise topic that perseveres over some time (relatively stable)

(Krapp, 2007; Renninger & Hidi, 2011; Schraw & Lehman, 2001; Wade, 2001). It

is an intellectual and emotional quality that individuals carry with them from place

to place. "The basis of individual interest appears to be pre-existing knowledge,

individual involvements and emotions, great value" (Schraw & Lehman, 2001, p.

28). It progresses slowly over the period and tends to be extended-lasting

(Schraw & Lehman, 2001). Over time, individual interest may be assimilated into

the person's value scheme and become one of its necessary components.

Consequently, it suggests that people carry individual interests with them,

influencing how they interact with various objects. According to Swarat et al.

(2012), When individuals with definite individual Interests meet a situation that

17
matches the particular interest, their interest is actualized — referred to as

actualized individual interest by some researchers. Individual interest establishes

general knowledge about and values regarding tasks, objects, or ideas and

needs to be intricate in these concepts' activities—this type of interest in

particular, broad, and often long-lasting. Hidi & Harackiewicz (2000) define

individual interest in greater detail, declaring that it is "a relatively stable

motivational orientation or personal nature that improves over time in relative to a

specific topic or domain and is connected with increased knowledge, value and

positive feelings".Predisposition or intention to act. According to Schiefele et al.

(1992) significant distinctive of distinct interest is that it leads to "a relatively

persistent preference for certain topics, subject extents, or activities" or to a

"persistent predisposition to appear to certain objects and events and to engage

in certain activities, contents or objects" This behavior or predisposition "is

connected with a psychological state of positive affect and persistence and tends

to result in augmented learning" (Ainley et al., 2002, p. 545). The disposition to

act is understood here as a favorable response to a given object frequently.

National Competency-Based Teacher Standard. In the Philippine situation, the

NCBTS is the focal framework pertinent to teachers' competence. The core of the

Teacher Education Development Program (TEDP) emanated from the BESRA

(Torno,2009). It then became the mandated framework in assessing teachers'

competency in all subject areas.

According to Guiner (2013), the very importance of NCBTS as a guiding

principle in the conduct of teaching of TLE instructors. In line with the fact that

18
"NCBTS delineates effective teaching as being competent to support all types of

students learn the diverse learning goals in the curriculum" as upheld y

Torno(2009).

The NCBTS Primer (D.O. 32, s. 2009) states that "the NCBTS provides a

single framework that shall define effective teaching in all aspects of a teacher's

professional life and all phases of teacher development."

Related Studies

In foreign research designed to provide information about the

competencies teachers need in practice that could serve as the baseline for

teacher education curricula development and course design, Spasovski (2011)

identified four clusters of competencies. The four clusters were values and child-

rearing, contribution to education system development, subject knowledge,

pedagogy and curriculum, and self-evaluation and professional development.

Assessing Teachers Using Philippine Standards for Teachers in view to

Gepila (2019) conducted in Southern Luzon, these teachers' competencies shall

cover: 1) significant development and assessment of different thinking skills;

2)adoption of new ideas as regard teaching methods; 3)effective classroom

management which allows proper communication between them and their

students; 4)integration of ICT to teaching; 5) improved research skills; and 6)

skillful in carrying out academic evaluation

19
 Amedorme (2013) Challenges Facing Technical And Vocational Education

conducted in Ghana studied the challenges facing technical vocational

education; he emphasized that the technical school is a residence to acquire

practical knowledge and hands-on experience and the basic theory in the chosen

field of specialization. Technical vocational education affords an individual a

chance to obtain practical knowledge and obligatory skill preparation required in

the job market or for immediate self-employment.

A Summary of Research on the Effectiveness of K-12 Online Learning

Patrick, S.(2009) concluded in his study that learning can transform teaching and

learning by redesigning traditional classroom instructional approaches. The

research shows the promise for online learning as a useful alternative for

improving student performance across a diverse group of students

Mays (2008) emphasized the importance of having qualified teachers in

teaching, and he said; the success of any vocational, educational, or specialized

course of instruction is conditioned by the teacher's skill to teach. If there is a

disappointment at this point, the whole structure fails. Henceforth the selection

and preparation and supervision of vocational education. The problems of

selection and preparation differ somewhat in the different year levels and

vocations for which pieces of training given vocational teachers must be masters

of the vocation they teach. It is also crucial that they be skillful in teaching and

develop in the learners the desirable vocational attitudes.

According to Sirk, M., Liivik, R. & Loogma 2016 ,Changes in the

professionality of vocational teachers as viewed through the experiences of long-

20
serving vocational teachers conducted in Estonia , concluded that the changing

requirements for professionality demand that VET teachers also display

particular personality characteristics like strong internal motivation, positive

thinking, assertiveness, personal commitment and mission consciousness.

According to the teachers in the interviews there is long list of knowledge, skills

and competences that have become an essential part of their professionality:

comprehensive skills for using computers and other technical tools or equipment;

better time management and work planning skills; foreign language skills; better

general educational knowledge; good communication and cooperation skills with

different parties (parents, students, colleagues, companies); better integration of

theoretical and practical skills in teaching; implementation of learner-centred

methods; knowledge to motivate younger students and to understand students of

various age groups; knowledge and skills to manage and teach students that

possess various levels of knowledge and experience in the same classroom.

Furthermore, changes in the student population have created several difficulties

for VET teachers, which demand more effort than only teaching. In particular,

providing support and help so students can solve their personal problems has

become one of the most important requirements and part of the professionality of

teachers. In spite of this, experienced VET teachers emphasize more continuous

development in their specialist field, which is related to teaching their subject and

also pedagogical skills.

21
The study findings have helped understand the factors that have changed the

work of VET teachers and influenced their professionality. It is not possible to

generalise the results for all Estonian VET teachers because of the limitations of

the sample, but these findings can indicate important trends in the changing

professionality of VET teachers and help inform future quantitative research on

VET teachers. In addition, the result may also be interesting for those countries

that have a similar historical background but have not joined the EU.

According to Alsup J. (2014) studies entitled A Comparison of

Constructivist and Traditional Instruction in Mathematics conducted in rural liberal

arts university in the Midwest , the researcher theorized that preservice

elementary teachers who had taken a semester-long mathematics course

emphasizing a constructivist approach to instruction would realize a decreased

level of math anxiety and gains in perceived teaching efficacy and autonomy over

those who had taken a teacher-centered course based on a more traditional

lecture-recitation model of instruction. Although the results of this study did not

unequivocally support that conjecture, they are encouraging, curious, and

thought provoking. Foremost of all, although only in autonomy did students in the

experimental courses significantly outperform their counterparts in the control

group, participants, analyzed collectively, experienced a significant decrease in

math anxiety, together with a significant increase in mathematics teaching

efficacy and autonomy. Examining the subscales of the AMARS and MTEBI it

was found that participants, when viewed collectively, revealed a significantly

lower level of Math Test Anxiety and Numerical Anxiety and a significantly higher

22
level of Self Efficacy. They did not, however, realize a decrease in Math Course

Anxiety, probably because students in the Experimental Math Concepts II

actually exhibited greater Math Course Anxiety at the conclusion of the study.

Students, in general, did not show a gain either in Outcome Expectancy

According to Shela H. Albarico et al (2014) studies Adequacy of

Instructional Materials Used by Teachers in Teaching Technology and Livelihood

Education, the TLE program in teaching the 4th year BSE TLE students in MSU-

IIT, College of Education instructional materials helped carry out the TLE

program's achievement by engaging students in interactive learning and

considering their varied Interests, abilities, and maturity levels.

The conception of motivation is a fundamental challenge to behaviorism

and has roots in White's (2009) competence or reflectance motivation. The

research empathizes on the school motivations of the technology and Livelihood

Education/ home economics students. With the attitude towards the subject,

motivation's consequence will measure according to the students' actual

behavior in learning by determining their overall performance.

Another crucial motivational component to consider is self-efficacy or

confidence in performing a given task. Of course, self-efficacy judgments can be

independent of goals (Bandura. 1997). However, research examining the

relationship between self-efficacy and goals has generally taken two distinct

paths: meditational relations and moderating relations in the meditational

perspective. Self-efficacy thought to mediate the relation between goals and

performance. And in this model. Goals would predict self-efficacy.

23
Interest Matters in Educational Policy

Through the passage of the Every Student Succeeded Act (ESSA) in

December 2015 (U.S. Department of Education, 2015), more autonomy is

granted to local and state agencies to set educational assessment standards.

What is more, the ESSA prioritizes the use of evidence-based educational

interventions. Thus, the time is ripe to consider the contribution of interest theory

to new and existing K-12 and higher education policies, accreditation standards,

and teacher licensure requirements. Teacher preparation, incentivizing, and

accountability policies may contribute to a more engaging learning experience for

our nation's student body.

One possible policy action is the pro-active plan of teacher provision

programs based on the principles of interest theory and the involvement that

triggers and upholds students' situational interest or builds on their emerging and

well-developed individual interests. For instance, teacher preparation policy could

mandate courses on evaluating and adopting interest interventions in curricular,

co-curricular, and even supplementary efforts (Diekman, Weisgram, & Belanger,

2015). One capable route is implementing a core teacher education course, and

continuing education courses, on student interest progress procedures. Such a

course could highlight different types of interest-triggering structural features

(Durik & Harackiewicz, 2007), methods for milieu personalization (Walkington &

Bernacki, 2014), strategies for problem-based instruction (Knogler et al., 2015),

techniques for optimal communication of utility-value information (Brown et al.,

2015; Canning & Harackiewicz, 2015), and optimal implementation of utility-value

24
interventions (Harackiewicz et al., 2015). Such a course would inevitably

emphasize how interest triggers foster connections and deeper processing

(Walkington & Bernacki, 2014)

Teacher planning policies and practices are useful only in so far as they

translate to action in the classroom, which recommends incentivizing the design

and acceptance of interest interventions and satisfying faculty for the

downstream welfares of their determinations toward improving student

enthusiasm. Getting down into the weeds of producing instructional chances that

stimulate and withstand students' interest or assist utility-value connections is

time-consuming and entails careful attention to intervention implementation

details (Yeager et al., 2016). Several evaluation policies could reward educators

who use evidence-based motivational science to inform their curricula and

instructional methods, for instance, by providing professional development funds,

creating organizational teaching awards, and other meritorious recognition for

such efforts.

Finally, policies should go beyond strict performance standards and

consider multiple student success indicators that include student interest. The

next step is revising existing policies that already hold administrators and

instructors accountable for student learning, and expanding those policies to

include fostering interest. For example, this could begin by mandatory inclusion

of ratings of the degree of interest in, or utility of, course content in student and

peer evaluations of teaching that factor into annual faculty reviews and promotion

decisions. Other options are to create policies that require faculty to outline the

25
utility value of their course content, include interest interventions as a preferred

requirement for faculty job candidates, and mandate that promotion and retention

dossiers include evidence of efforts toward enhancing student motivation. Such

accountability policies would set a new norm for the central role of student

interest in education.

The U.S. educational structure must respond to the ever-changing

prerequisites of our nation's students. Just as the medical school curriculum was

transfigured by adding an entire medical morals (Lakhan, Hamlat, McNamee, &

Laird, 2009) and is now contributing coursework to support students direct the

legal and business realities of medical practice (Shah, 2008), teacher-education

stakeholders would consider providing upcoming teachers with the ability set to

promote and endure students' developing interests. In utilizing interest,

philosophy to notify educational policy, and preparation is one step toward

producing a future generation of students with love for learning (Hidi &

Harackiewicz, 2000; Renninger, Sansone, & Smith, 2004).

The plight of technology and livelihood education teachers in selected

schools. The professional and personal individualities of the TLE teachers rated

within the range of "high" (15 teachers or 50%) and "very high" (5 teachers or

22.7%) as they recorded 1.6 points and above. This the great majority (72.7%) of

the teachers, which specifies that in terms of professional and personal

individualities, the TLE teachers were well above average. This finding would infer

that, again, the teachers were very much qualified to teach TLE subjects.

Supervisors found this factor (measured by points not to exceed 2 points) in terms

26
of the following: assisting school undertakings such as helping a co-teacher

improve his or her teaching competence; supporting school managers in planning

and handling in-service training; serving as a consultant in the planning of

auxiliary instructional materials; serving as a demonstration teacher on advanced

teaching techniques; showing effective classroom management; leading action

research whose findings and commendations have been implemented by the

school or district; and helping as a subject area coordinator or chairman in the

district or division(Ariaso et.Al,2016)

Competency and Performance of Technology and Livelihood Education

Teachers in the Division of Gapan City. The level of proficiency of all the TLE

educators in all the areas of good teaching is satisfactory. The majority of the

respondents consider experienced based on the label for the index of NCBTS.

The TLE teachers' identified strengths were: takes pride in the nobility of

teachers as a profession; teacher actions demonstrate the importance for

learning; replicates on the extent of the fulfillment of professional growth goals;

and generates a healthy psychological climate for learning and creates an

environment that promotes fairness. The known weaknesses of the TLE teachers

were: their incapability to demonstrate skills in the use of ICT in teaching and

learning; connect clear learning goals for the lessons that are appropriate for

learners; progress and utilize creative and appropriate instructional plan; and

establish a learning environment that responds to the aspiration of the

community and promote purposive study ( Zabala B& Adelante N.P.,2018).

27
 The suggested interventions to the TLE teachers' identified weaknesses

were in-service training in making video lessons, making instructional materials

using M.S. PowerPoint, teaching strategies, facilitating competency-based

education, and developing digital learning strategies.

Retome et al. (2012) from Southern Leyte State University conducted an

assessment of TLE teachers' attitudes towards work, the students' personal view

about the subject, and the school's physical and learning environment concerning

the TLE program. Results showed a moderately positive attitude of teachers,

while the students' personal views towards the course were moderately low. Both

teachers and students supposed that the school had to update instructional

materials, tools, and equipment; and improve classrooms, particularly home

technology building. The researchers recommended revisiting the TLE curriculum

to ensure the program's relevance to the present career pathways and to hire

new teachers specializing in TLE.

In another local study related to TLE, Guiner (2013) developed a training

module in industrial arts for instructors of state colleges and universities in

Region I to improve their teaching competency. The research also determined

the level of faculty members' level along with five areas in industrial arts in terms

of knowledge, skills, and attitude.

28
 THEORIES: LEGAL BASES
 Kolb's Theory of Experiential INPUT Article XIV, Section 1 of the 1987
Learning by David A. Kolb
 Profile of the respondents
Constitution of the Republic of the
 Dimensions of Classroom
Philippines Management
 Behaviorism( BF Skinner)
Practices, Competence Article XIV, Section 2.1 of The
 Social Learning Theory by Albert
 Students Interest in TLE
1987 Constitution of the Republic of
Bandura The Philippines
 Reality and Choice Theory by  Section 16 of Republic Act No.
William Glasser 10533, Enhanced Basic Education Act
 Erickson's Theory of Development of 2013
and Sullivan's Observation by Erik  Republic Act No. 7796
Homburger Erikson and  Code of Ethics for Public School
Robert Sullivan Teachers Republic Act 4670
 Vygotsky's Social Development  Resolution No.435, Series of 1997,
Theory by Lev Vygotsky The Code of Ethics for Professional
Teachers

PROCESS
 Data Gathering
 Statistical Treatment: Percentage, Chi-Square, Pearson Product
Moment of Correlation, and ANOVA
 Summary, Findings, Conclusions, Recommendations

OUTPUT

Recommended Enhancement Measures

RESEARCH FLOW

Statement of the Problem

29
 This study aims to determine the teachers' classroom management

practices concerning their students' interests TLE in entirely Junior high schools

of the Department of Education, Toledo City Division, Cebu, with an end view of

proposing a development program to address the phenomenon.

Definitely, it sought to answer the following questions:

1. What is the profile of the teacher –respondents in terms of:

1.1 Sex;

1.2 Age;

1.3 Civil Status;

1.4 Undergraduate Degree/ Major of TLE Teachers;

1.5 Highest Educational Attainment;

1.6 Correspondence/congruence between an area of specialization

and area of component/s of TLE taught

1.7 No.of years in teaching? ;

1.8 Attendance to Seminars of TLE Teachers;

2. What is the level of classroom management measures that are being

used by the teacher in teaching TLE in terms of :

2.1 Preparation

2.2 Discipline

2.3 Building-Wide Climate Responsibility

2.4 Lesson Plans

2.5 Assessment Practice

2.6 Student Relations

30
3. Competence of the teachers as perceived by themselves and their school

heads.

3.1 Content Knowledge and Pedagogy

3.2 Learning Environment

3.3 Diversity of Learners,

3.4 Curriculum and Planning

3.5 Assessment and Reporting

3.6 Community Linkages and Professional Engagement

3.7 Personal Growth and Professional Development

4. What is the level of the student's interest in TLE in learning the TLE

subject?

4.1 Situational Interest In TLE

4.1.1 General Interest in school

4.1.2 Towards TLE teacher

4.1.3 The utility of school TLE for everyday life

4.1.4 Teaching methods' engagement - Inquiry process

4.1.5 Teaching techniques' preferences: The desire to spend more

time exposed to specific teaching methods in TLE class

4.1.6 Social environment

4.2 individual Interest in TLE

4.2.1 learning attitude and habits

4.3 Self-Efficacy

4.3.1 Self-efficacy in TLE

31
 4.4 Self-concept

4.4.1 Personality

4.4.2 Motivation and goal for learning

5. Is there a significant degree of relationship between the teacher's profile

and their dimension of classroom management practices?

6. Is there a significant degree of correlation between the teacher's

classroom management practices of the following:

6.1 Level of Competence

6.2 Students interest in relation to TLE Subject

7. Is there a significant degree of variance in the dimensions of

7.1 Teachers Classroom Management Practices

7.2 Competence

7.3 Students Interest In TLE Subject

8. Based on the findings, what enhancement measures could be proposed.

Statement of the Null Hypotheses

This study postulated under the following null hypothesis to give direction,

it will be tested at 0.05 level of significance.

Ho1.There is no significant degree of relationship between the teacher's profile

and their dimensions of classroom practices.

Ho2.There is no significant correlation between the teacher's classroom

management practices and students Interest in TLE.

Ho3.There is no significant degree of variance in the dimensions of:

32
 Ho3.1 Classroom management practices

Ho3.2. Student's Interest in TLE

Significance of the Study

The conclusions of the study could be significant to the following sectors:

Department of Education. The department could provide information on

the specific competency requirements that are met for effective TLE learning.

Technology and Livelihood Education Teachers. Teachers are

anticipated to manifest a high degree of professional competence, and therefore

to be able to manage their classes in such a way that students derive the

maximum benefit from their schooling

Students. This study will lead to students' improvement in their studies

and interest to the best of their potentials.

Parents. This study's results may provide parents feedback on the nature

of their children's classroom performance through their teachers, who may offer

children some ways to strive more on their TLE subject.

The Community. This study is critical because it can significantly help the

community; significantly, the Parents-Teacher Community Association (PTCA)

officials and members better understand the parents' obligations and

responsibilities in school.

33
 Administrators. The results of this study will serve as an eye-opener to

administrators for effective planning, direction or guidance by encouraging

teachers to use more applicable, suitable, and effective methods and strategies

which will improve their teaching abilities and performance.

Educational Institutions. This study's results can provoke educational

institutions to assess the student's Interest in Technology and Livelihood

Education to develop desirable attitudes and values that will contribute to

effective personal, family, and community living.

Future Researchers. The study results may reveal insights that will help

future researchers realize the goals of their studies. They may use this study's

data to develop a more significant and broader spectrum of the subject.

OPERATIONAL DEFINITION OF TERMS

For clarity and a better understanding of the study, the following terms

defined as follows:

Classroom Management. A broader, umbrella term describing teacher

efforts to oversee a multitude of activities in the classroom including learning,

social interaction, and student behavior

Competency refers to established knowledge, skills, behaviors, attitudes,

and characteristics that distinguish one person from another.

Education. It is comprehensive of all processes by which a person

improves ability, attitudes, and other forms of behavior of real-world values in the

society in which he lives.and act as women and men as of the way civilization

organize, not because of our biological differences.

34
 Teachers. This term refers to the teachers in the Division of Toledo City,

handling TLE subjects. It is a representation of learning, a leader of learners, and

a miracle to education. They are the main foundation of inspiration for the next

generation. They are the ones that reach for the sky to get what our students

need.

Interest. A psychological state categorizes by increased attention, effort,

and affect, experienced in a particular moment ( situational interest), as well as

an enduring disposition to reengage with a particular object or topic over time

( individual Interest; Hidi & Renninger, 2006).

Teaching methods. It is primarily through these procedures that school

disclosures students to TLE and can consequently influence their interest.

Self-efficacy. Perception of ability to understand TLE contents or carry

out specific tasks in this school subject(Bong & Skaalvik, 2003).

Technology. It is the making, modification, usage, and knowledge of

tools, machines, techniques, crafts, systems, and procedures of association to

solve a problem, improve a pre-existing solution to a problem, achieve a goal, or

perform a specific function.

Technology and Livelihood Education (TLE). It is one of the learning

areas in Secondary Education in the Philippines. Technology and Livelihood

Education anticipates developing knowledge, skills, values, and attitudes that will

prepare the students for entry into the world of work, facilitating the students to

gain consideration and acquire competency in different accomplishments.

35
 Technical Vocational Education. It is established and acknowledge the

progress of knowledge, skills, and attitudes required for a place in the workforce,

at levels ranging from pre-trade to a Para-professional.

RESEARCH METHODOLOGY

This section presents the research design, subject of the study, data gathering

instrument, data gathering procedure, and statistical treatment of data used to

gather the necessary information for the study.

Design

This study utilized the descriptive survey method and correlational

quantitative research designs. It employed a descriptive survey generating the

classroom management dimensions of higher intermediate TLE teachers

concerning their student's Interest in TLE, DepEd Toledo City Division.

A descriptive method discovered facts on which judgment could be based.

It describes records, analyzes, and interprets what it is (Rivera, 1999). This

method applies to the studies concerning the various problems present in a

research study.

Respondents of the Study

The respondents of this study were the higher intermediate school TLE

teachers and school heads and the selected section as respondents from Grade

8 and 9 students in the entire high schools in the Department of Education in

36
Toledo City Division, Cebu. This study made use of complete enumeration as to

teacher respondents and random sampling in choosing students. The researcher

used the Slovens formula in choosing the student's respondents. It focused on

the classroom management dimensions used on how they perceived classroom

management. The distribution of respondents is shown in Table 2.1

TABLE 1

Distribution of Teacher Respondents and School Heads

POPULATION POPULATION
RESPONDENTS Teachers School Heads %

Toledo National Vocational School 10 1 9.33

Matab-Ang High School 9 1 8.41
Magdugo National High School 9 1 8.41
Bato National High School 8 1 7.45
Don Andres Soriano National High 1
School 8 7.45
Bunga National High School 9 1 8.41
Cantabacco National High School 8 1 8.41
Gen.Climaco National High School 8 1 8.41
Luray National High School 10 1 9.33
Awihao National High School 9 1 8.41
Toledo City Science High School 10 1 9.33
Media Once National High School 9 1 8.41

TOTAL 107 12 100%

TABLE 2

Distribution of Student Respondents

Grade VIII SAMPLE PERCENT

POPULATION
RESPONDENTS SIZE AGE

37
Toledo National Vocational 47 13 28%
School
Matab-Ang High School 44 12 28%
Magdugo National High 38 11 28%
School
Bato National High School 40 11 28%
Don Andres Soriano National 45 13 28%
High School
Bunga National High School 46 13 28%
Cantabacco National High 50 14 28%
School
Gen.Climaco National High 48 14 28%
School
Luray National High School 43 12 28%
Awihao National High School 49 14 28%
Toledo City Science High 53 15 28%
School
Media Once National High 45 13 28%
School
TOTAL 548 153 20%
Grade IX POPULATION PER SAMPLE PERCENT
RESPONDENTS SECTION SIZE AGE
Toledo National Vocational 50 28%
14
School
Matab-Ang High School 42 12 28%
Magdugo National High 35 28%
10
School
Bato National High School 38 11 28%
Don Andres Soriano National 42 28%
12
High School
Bunga National High School 40 11 28%
Cantabacco National High 45 28%
13
School
Gen.Climaco National High 37 28%
10
School
Luray National High School 42 12 28%

Awihao National High School 41 11 28%

Toledo City Science High 37 10 28%

38
School
Media Once National High 43 28%
12
School
TOTAL 492 137 28%

OVERALL TOTAL 1040 289

Environment
This study was conducted in exclusively public schools in the Department

of Education, Toledo City Division. Toledo, formerly known as Pueblo Hinulawan,

a 3rd City income class component city in Cebu, Philippines. Toledo is about 50

kilometers (30 mi) away from Cebu City and is widely known for its vast mining

industry owned by Atlas Consolidated Mining and Development Corporation, the

umbrella of Carmen Copper Corporation its Toledo Mine.

39
 Figure2. Map of Toledo City Division

Instrument

The researcher asked permission from Tulsa Public School to utilized their

standard tool named TLE Observation and Evaluation Rubric Teachers on

Classroom Management authored by Keith Edward Ballard. The said

questionnaire on classroom management has four dimensions, which include

Preparation, Discipline, Building-Wide Climate Responsibility, and Lesson Plans,

Assessment Practice, Student Relations. The impacts of it have improvements in

identifying and distinguishing levels of professional performance for both

teachers and evaluators and Alignment of professional development plans and

40
evaluation findings .A five-level scale to determine the dimensions of classroom

practices of teachers.

SCALE INTERPRETATION
5 Strongly Agree
4 Highly Agree
3 Effectively Agree
2 Slightly Agree
1 Disagree

The instrument has two sections. Section A collects teacher's

respondent's data such as Sex, Age, Civil Status, Undergraduate Degree/ Major

of TLE Teachers, Highest Educational Attainment, Areas being taught No.of

years in teaching, attendance to Seminars of TLE Teachers, and competency.

The other instrument in gathering data from the students was a modified

self-made questionnaire made by the researcher. The needed data were

gathered through the researcher's questionnaire from the different readings from

books and other resource materials. The draft of the questionnaire contains the

status of Students' interest in TLE.

Construction of the Questionnaire. The second draft of the

questionnaire was prepared and the corrections and suggestions were made on

the first draft. After the questionnaire was checked and improved, the third draft

was prepared and pilot tested with Chron Bach Alpha analysis.

Validation of the Questionnaire. To ensure the validity and reliability of

the questionnaire, the researcher prepared a letter requesting validation from the

practitioners. It was presented to the TLE teachers and the adviser of the

41
research study. The draft was rewritten with the incorporated suggestions and

recommendations and showed to the adviser for approval.

Administration of the Questionnaire. After the questionnaire's approval,

the researcher prepared a letter of request noted by the adviser and the Dean of

Graduate Studies for the administration of the instrument. Subsequently, the

letter was presented to the principals of the chosen schools to utilize the teachers

and students as the respondents of the study. After the principals' approval, the

researcher distributed the questionnaire to the respondents.

Scoring of Responses. The data gathered from this study were

interpreted, tallied, and analyzed based on the scale to determine the conformity

in the items found in the questionnaire. The scoring was used will be as follows:

Scoring Procedures for Level of Classroom Management Dimensions

Range Category Verbal Description

4.20-5.00 Strongly It means that the respondents agree to the item

Agree assessed, concerning numeric rating it denotes

81-100%

3.40-4.19 Agree It connotes that the respondents agree to the

item assesses with a certainty of 61-80%

2.60-3.39 Undecided It denotes that the respondent s are not so sure

of their rating with the certainty of 41-60%

1.80-2.59 Disagree It means that the item assessed is not

manifested and rated a certainty level of

42
 agreement of only 21-40%

1.00-1.79 Strongly It denotes a strong disagreement from the

Disagree respondent groups with a certainty level of

agreement of 0-20%

Competence of the teachers as perceived by themselves and their school

heads.
Range Category Verbal Description

Scale scores % Scores

3.51-4.00 87.51% - 100% Expert. Very competent and can support

other teacher's improvement

2-51-3.50 62.51% - 87.50% Experienced. Competent in the KSA but

would benefit from further training and

development
1.51-2.50 37.51% - 62.50% Developing. Fairly competent in KSA and

need further training and development

1.00-1.50 25.00% - 37.50% Beginning. Lacking competence in KSA

and require urgent training and

development

Data Gathering Procedures

Approval of the conduct of the study. A letter was sent asking

permission to research Dr. Lumin T. Pamaran, VP Academics, Dr. Buenaventura

43
D. Libot, Dean of Graduate School, Dr. Rolando Cadano, and School Division

Superintendent of the Division of Toledo City. The researcher personally secures

written permission from the school head of the said schools of the study's

demeanor and disseminate the questionnaires to the teachers and students.

Conduct of the Survey. While ensuring adherence to guidance on

restricted movement amidst to covid pandemic, the researcher provided printed

material of the study's objectives and questionnaires to the student's respondents

to understand the study's purpose from the respondents by asking them to sign

the consent form and assent form. The researcher gave the printed materials and

questionnaires in touch with their modules to TLE advisers of Grade VIII and

Grade IX during the portfolio's distribution and retrieval. The respondents were

given adequate time to answer the questionnaire at home. The schedule of

gathering data was taken the same day during the advisers' distribution and

retrieval portfolio.

The researcher created google forms of the study's objectives and

questionnaires for the TLE teachers to understand its purpose for the teacher's

respondents.

After retrieving the data, the researcher formulated, subjected to statistical

treatment, analyzed, and interpret the study's result.

Ethical Considerations of Research

The researcher personally secured written permission from the principals

of the said schools for the study's conduct and the teachers' distribution of forms.

44
The research proposal underwent an ethics review by the University of Bohol

Ethics Review Board to ensure the study's acceptability. Signed consent was

obtained from the student, teacher, and school heads respondents after

explaining the study's purpose.

Statistical Treatment of Data

The data were gathered, tabulated, and analyzed using the Statistical

Package for the Social Sciences (SPSS) for statistical analysis. Frequencies and

percentages to evaluate the data collected.

1. To determine the respondents' profile in terms of Gender, Age, Civil

Status, Undergraduate Degree/ Major of TLE Teachers, Highest

Educational Attainment, Areas being taught No. of years in teaching,

attendance to Seminars of TLE Teachers and competency used and

presented through graphs.

The Statistical Treatment to be used is the simple frequency and

the Percentage. The Percentage can be computed by dividing the class

frequency by the total frequency.

A. Percentage Formula
Percentage Distribution is a descriptive statistics used to determine the

number of respondents responding to a particular category against the total

number of respondent

2. To find out the domain of classroom management among the respondents in

the dimension of Preparation, Discipline, Building-Wide Climate Responsibility,

45
Lesson Plans, Assessment Practice, and Student Relations, the weighted mean

will be used.

B. Weighted Mean: The Weighted Mean is used to calculate the

respondents' central tendency.

3. To establish a significant degree of relationship between the teacher's profile

and classroom management practices, The Pearson Product Moment of

Correlation Chi-Square test and variance analysis will be used.

 C. Pearson's product-moment coefficient of correlation measures the

association's strength and direction between two variables measured on at least

an interval scale.

To determine the significant degree of correlation between the extent of

classroom management dimensions and students' interest in TLE.

D. Chi-Square

To determine the significant relationship between a profile (students and

teachers) the extent of classroom management dimensions and students' interest

in TLE, the researcher will use the chi-square.

E. Analysis of Variance

To establish the significant degree of variance of the classroom

management practices, Analysis of Variance was used.

46
 OPERATIONAL DEFINITION OF TERMS

Interest. A psychological state characterized by increased attention,

effort, and affect, experienced in a particular moment ( situational interest), as

well as an enduring predisposition to reengage with a particular object or topic

over time ( individual Interest; Hidi & Renninger, 2006).

Classroom Management. A broader, umbrella term describes teacher

efforts to oversee a multitude of classroom activities, including learning, social

interaction, and student interest. Within this study, classroom management was

defined as a multi-faceted construct that includes broad dimensions.

Higher Intermediate Students This level covers grades 7 to 8 for

students 12 to 14 years old in Toledo City. Higher Intermediate students have

personal and educational needs that are different from those of students who

require an adequate response from their teachers. In this phase, students are

simultaneously sophisticated young adults searching for solutions to their

problems are, in essence, social problems epidemic globally; these students are,

at the same time, children particularly in need of quality assistance from their

higher school teachers.

Teachers. This term refers to the teachers in the Division of Toledo City,

handling TLE subjects. It is a symbol of learning, a leader of learners, and a

miracle to education.

47
 CHAPTER 2
THE PROBLEM AND ITS SCOPE

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter dealt with the presentation, analysis and interpretation of the

gathered data on the classroom management of the secondary TLE teachers in

relation to students interests in TLE .

Teachers Profile
Table 3. Sex

48
 Cumulative
Frequency Percent Valid Percent Percent
SEX Male 35 32.7 32.7 32.7
Female 72 67.3 67.3 100.0
Total 107 100.0 100.0

Sex. Female respondents got the highest frequency of 72 (67.3%) of the

total population compared to only got 35 (32.7%) male respondents. This

signified that most of the respondents are female TLE teachers.

Table 4. Age

Cumulative
Frequency Percent Valid Percent Percent
AGE Ages 20-30 62 57.9 57.9 57.9
Ages 31-40 12 11.2 11.2 69.2
Ages 41-50 27 25.2 25.2 94.4
Ages 51-60 6 5.6 5.6 100.0
Total 107 100.0 100.0

Age. It exhibited in the table that most of the respondents belong to ages

___ aith a frequency of __ (%) and ranked 1 st. This was followed by ages --

and __ with the frequency of __(%) and __(%) respectively . Age range of 60

and more ranked lat with a frequency of __. The mean age was ___ years.

Table 5. Civil Status

Cumulative
Frequency Percent Valid Percent Percent
CIVIL Single 47 43.9 43.9 43.9
STATUS Married 60 56.1 56.1 100.0
Total 107 100.0 100.0

49
 Civil Status. In terms of civil Status,married ranked first with a frequesncy

of __(%), followed by single with a frequency of __(%), and widowed ranked last

with a frequency of __(%),

Table 6. Undergraduate Degree/ Major of TLE Teachers.

Cumulative
Frequency Percent Valid Percent Percent
Undergraduate BS COM SCI, 5 4.7 4.7 4.7
Degree/ Major of BSED
TLE Teachers BSCE, BSED 1 .9 .9 5.6
BSED 58 54.2 54.2 59.8
BSED MAJOR IN 29 27.1 27.1 86.9
TLE
BSED, BSN 12 11.2 11.2 98.1
BSIT, BSED 1 .9 .9 99.1
(Food
Technology)
BSIT, BSED 1 .9 .9 100.0
(Electrical
Technology)
Total 107 100.0 100.0

Undergraduate Degree/ Major of TLE Teachers.

Table 7. Highest Educational Attainment

Cumulative
Frequency Percent Valid Percent Percent
Valid Bachelor’s Degree 72 67.3 67.3 67.3
Master’s degree 22 20.6 20.6 87.9
Doctors Degree 13 12.1 12.1 100.0
Total 107 100.0 100.0

50
 Highest Educational Management. It showed in the table in term of

educational attainment ,Bachelors Degree ranked first with a frequency

of__(%), , followed by teachers with MA units__(%),.and doctoral degree of

__(%).

Table 8. Subject Taught

Cumulative
Frequency Percent Valid Percent Percent
Valid Computer and Entrepreneurship 53 49.5 49.5 49.5
Industrial Arts 27 25.2 25.2 74.8
Home Economics 22 20.6 20.6 95.3
Other subjects 5 4.7 4.7 100.0
Total 107 100.0 100.0

Correspondence/congruence between an area of specialization and

area of component/s of TLE taught.In the area of specialization Agri-fishery has a

frequency of __(%), Computer and Entrepreneurship __(%), Industrial Arts

__(%),Home Economics, __(%) and other subject __(%),

Table 9. Teaching_Experience

Cumulative
Frequency Percent Valid Percent Percent
Valid 0-3 years 13 12.1 12.1 12.1
3-5 years 22 20.6 20.6 32.7
5-10 years 72 67.3 67.3 100.0
Total 107 100.0 100.0

51
 No.of years in teaching.In terms of years in teaching experience,0-3

years has a frequency of __(%) ,3-5 years has __(%).5-10 years above

__(%),and 10 years above has a frequency of. __(%).

Table 10. Attendance of Seminars of TLE teachers

Cumulative
Frequency Percent Valid Percent Percent
Valid 7-10 seminars/trainings 97 90.7 90.7 90.7
attended
0-4 seminars/trainings 10 9.3 9.3 100.0
attended
Total 107 100.0 100.0

Attendance to Seminars of TLE Teachers.It showed in the table that

teachers who has 7-10 seminars attended has a frequency of 97 (%),7-10

seminars attended has a frequency of 10(9.3%),

2. What is the level of classroom management measures that are

being used by the teacher in teaching TLE in terms of

level of classroom management measures that are being used by the

teacher in teaching TLE was evaluated in 5 dimension namely :

Preparation, Discipline, Building-Wide Climate Responsibility, Lesson

Plans, Assessment Practice, Student Relations.

Preparation. Table presented the data on the level of classroom

management measures that are being used by the teacher in teaching

TLE in terms of preparation.

52
 3. Competency level of TLE teachers as perceived by the teachers

themselves and their school heads.

53
 CHAPTER 3

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions, and

recommendation.

SUMMARY

This study aims to determine the teachers' classroom management

practices concerning their students' interests TLE in entirely Junior high schools

of the Department of Education, Toledo City Division, Cebu, with an end view of

proposing a development program to address the phenomenon.

Definitely, it sought to answer the following questions:

1. What is the profile of the teacher –respondents in terms of:

1.1 Sex;

1.2 Age;

1.3 Civil Status;

1.4 Undergraduate Degree/ Major of TLE Teachers;

1.5 Highest Educational Attainment;

1.6 Correspondence/congruence between an area of specialization

and area of component/s of TLE taught

1.7 No.of years in teaching ;

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 1.8 Attendance to Seminars of TLE Teachers;

2. What is the level of classroom management measures that are being

used by the teacher in teaching TLE in terms of :

2.1 Preparation

2.2 Discipline

2.3 Building-Wide Climate Responsibility

2.4 Lesson Plans

2.5 Assessment Practice

2.6 Student Relations

3. Competence of the teachers as perceived by themselves and their school

heads.

3.1 Content Knowledge and Pedagogy

3.2 Learning Environment

3.3 Diversity of Learners,

3.4 Curriculum and Planning

3.5 Assessment and Reporting

3.6 Community Linkages and Professional Engagement

3.7 Personal Growth and Professional Development

4. What is the level of the student's interest in TLE in learning the TLE

subject?

4.1 Situational Interest In TLE

4.1.1 General Interest in school

4.1.2 Towards TLE teacher

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 4.1.3 The utility of school TLE for everyday life

4.1.4 Teaching methods' engagement - Inquiry process

4.1.5 Teaching techniques' preferences: The desire to spend more

time exposed to specific teaching methods in TLE class

4.1.6 Social environment

4.2 individual Interest in TLE

4.2.1 learning attitude and habits

4.3 Self-Efficacy

4.3.1 Self-efficacy in TLE

4.4 Self-concept

4.4.1 Personality

4.4.2 Motivation and goal for learning

5. Is there a significant degree of relationship between the teacher's profile

and their dimension of classroom management practices?

6. Is there a significant degree of correlation between the teacher's

classroom management practices of the following:

6.1 Level of Competence

6.2 Students interest in relation to TLE Subject

7. Is there a significant degree of variance in the dimensions of

7.1 Teachers Classroom Management Practices

7.2 Competence

7.3 Students Interest In TLE Subject

8. Based on the findings, what enhancement measures could be proposed.

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 This study utilized the descriptive survey and documentary analysis to

determine the teachers' classroom management practices concerning their

students' interests TLE in among Grade 8 and 9 pupils of Department of

Education, Toledo City Division, Cebu during the school year 2019 – 2020.

FINDINGS

The demographic profile of the Junior TLE teachers of Toledo City

Division in terms of Sex, Age, Civil Status, Undergraduate Degree/ Major of TLE

Teachers, Highest Educational Attainment, Areas being taught No.of years in

teaching, attendance to Seminars of TLE Teachers, were examined to determine

their classroom management practices concerning their students' interests TLE .

As to their age, there were 16 TLE teachers who are between 9 to 10 years old;

and 18 pupils who are 11 to 12 years old. In terms of sex, there is a total of 15

female TLE teachers and 19 male TLE teachers . On their Civil Status, there

are 15 TLE teachers that are single,and married,

There is no significant correlation between the pupil’s age profile and

attitudes towards learning. There is no significant correlation between the pupil’s

sex profile and pupil’s attitude towards learning. There is no significant

correlation between grade level and the pupil’s attitude towards learning. There is

no significant correlation between whether parents/guardian living at home and

pupils attitude towards learning. There is no significant correlation between

father’s educational attainment and pupil’s attitude towards learning. There is no

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significant correlation between the mother’s educational attainment and pupil’s

attitude towards learning. There is no significant correlation between the pupil’s

age and pupil’s academic performance.

There is a significant correlation between the pupil’s sex and the pupil’s

academic performance. According to the study of Candeias et al. (2010), it was

found out that among Portuguese students the gender has a great influenced to

their attitudes towards learning. The result shows that girls have more positive

attitudes towards schools while the boys show less motivation and have more

negative feedbacks. The outcome of this study states that girls require less time

to study, lesser cases of misconduct and unruly behavior, fewer absences and

looks for greater future towards their study. On the other hand, boys show less

commitment to their studies and in school, easily gives up, and does not expect

to get high grades for success.

There is no significant correlation between grade level and the pupil’s

academic performance. There is no significant correlation between whether

parents/guardian living at home and pupil’s academic performance. There is no

significant correlation between father educational attainment and pupil’s

academic performance.

There is a significant correlation between mother educational attainment

and pupil’s academic performance. As pointed out Linnehan (2008); Candeais et

al. (2013), that students attitudes towards schooling and academic achievement

been influenced by the educational attainment of their parents. Linnehan (2008),

stated that parental educational level is greatly contributed good attitudes

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towards college. Other study divulged that there are three (3) factors in

influencing students’ attitudes in relation to study such as attitudinal contents,

attitudinal context, and personal components.

There is no significant correlation between the pupil’s attitude towards

learning and academic performance.

There is a significant degree of difference between male and female

respondents in their attitude towards learning.

There is a significant degree of difference between male and female

respondents towards their academic performance.

CONCLUSIONS

Teachers practice and see the importance of laying downclear classroom

rules and discipline and they practice beingfriendly, optimistic and open(minded

to ease the burden of classroom management. ll of them have institutionalized

some practices in directing their students guided by the use ofvarious sets of

rules and procedures inside the classroom. =n theother hand, most of the

problems encountered by the teachers onclassroom management centered on

the misbehavior of the students. The formulation of an action plan to enhance

classroom managementpractices of secondary school teachers in Huban,

$orsogon wasproposed to ma&imize teachers% techniques and strategies

inmanaging various classroom situations.With these premises, this study

recommends that the#epartment of Education should conduct trainings or

seminar(workshop along classroom management to enhance the e&pertise

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orcapabilities of the teachers in utilizing the various strategiesthat will suit the

nature of the students. Teachers shouldinnovate ideas and processes on

classroom management to betteraddress the needs of the students. Teachers

must utilizeappropriate strategies and design activities that will engage

students in a task so that disruptive behavior will be minimized.The

proposed action plan on classroom management of secondaryschool teachers

hopes to be translated to trainings and workshopsto make solutions to the

teachers% classroom management problems

Research-based programs have been developed that aid teachers in

coming to an understanding of what it means to be an effective classroom

manager. Evertson and Harris, based upon the research of Evertson and others,

have created one such educational program aimed at the professional

development of teachers. Their program encourages teachers to create a

conceptual and practical understanding of management and organization through

exploration of teachers' expectations, student accountability systems, and

instructional strategies. Freiberg and colleagues have developed another such

program, which also creates a preventive approach to classroom management

through attention to school-wide perspectives and student responsibility. Both

programs have demonstrated their effectiveness in improving teachers' practice

and students' academic achievement and behavior. Teachers empowered with

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an understanding of the complexity and multidimensionality of classroom

management make a difference in the lives of their students

In education, student engagement refers to the degree of attention, curiosity, interest,

optimism, and passion that students show when they are learning or being taught, which

extends to the level of motivation they have to learn and progress in their education"

(edglossary.org). When students are engaged with the lesson being taught, they learn more

and retain more. Students who are engaged in the work tend to persist more and find joy in

completing the work.

RECOMMENDATIONS

Based on the findings and conclusions, the following are the

recommendations.

1. The proposed enhancement plan be presented to the school principal,

class advisers for review, development, and implementation.

2. Teacher preparation programs and school systems also should

adrress challenges facing teachers in creating a positive classroom

context.

3. Provide Teacher Candidates with Instructional Approaches for

classroom management through coursework and guided practice with

feedback

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4. Provide Professional Development on Classroom management linked

to Schoolwide Developmental Support

5. The TLE teachers should upgrade their qualification through graduate

studies, their involvement in the conduct of research, their availability

for consultation and upliftment activities with the students, and the

strengthening of the bond between and among teachers and parents

and community

6. Establishing an effective plan for classroom management to be

consistent and persistent in developing relationships of trust, following

and teaching the best learning theories, honoring student time, being

responsive to student behaviors and needs in our lesson plans, and

holding true to high and rigorous standards of learning behavior.

7. The following topics are recommended for future research endeavors

7.1. Professional development in the in the critical competencies of

classroom management in relation to behavioral management .

7.2. “Training our future teachers: Classroom Management

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