Bicol University

College of Education
DECENTRALIZED GRADUATE PROGRAM
Daraga Albay

Course : Doctor of Education in Educational Leadership and

Management
Subject : QUANTITATIVE RESEARCH
Topic : CRITIQUING OF THESIS/DISSERTATION
Professor : NOLY MASCARIÑAS, Ed.D.
Student : CHERRY L. SATORRE, Ed.D. Cand.

CRITIQUING OF THESIS/DISSERTATION

I. Title of the Thesis/Dissertation Manuscript : CHALLENGES OF BEGINNING TEACHERS IN

DARAGA SOUTH DISTRICT

II. Author : DANICA M. LOVERES

III. Date of Graduation : 2012

IV. State Briefly the following

a. Statements of the Problem
The study dealt on the challenges of beginning teachers in Daraga South District.
Specifically, this study sought answer to the following sub-problems:
1. What is the profile of beginning teachers in terms of the following characteristics:
a. sex
b. age
c. civil status
D. grade level currently assigned
e. subjects currently taught
f. number of years in teaching
g. position/rank
h. educational attainment and
j. seminar/training attended?
2. What are the teachers’ perspectives or expectations of teaching?
3. What challenges do the beginning teachers face in these areas of teaching:
a. instructional planning
b. instructional delivery
c. assessment and
d. classroom management?
4. what relevant experiences in their initial years of teaching helped them grow in the
profession or inhibited their professional growth?
5. What specific support strategies may be adopted by the school to help beginning
successfully meet the challenges they face in their initial years of teaching?

b. Main Variables of the Study and their Operational Definition

1. Beginning teachers – are teachers who are new in the teaching profession. In this
study, they refer to those public elementary school teachers who have fewer than 3
years of teaching experience.
 2. Challenges – are tests of one’s abilities or resources in a demanding but stimulating
undertaking. In this study, the term refers to the problems of beginning teachers on
instructional competence were determined.
3. Instructional Planning –means lesson planning. It is a writing noting the method of
delivery, and the specific goals and time-lines associated to the delivery of lesson
content. It helps the teacher to know what to do in a class (prepared by themselves)
with quite specific activities. In this study, the difficulties of beginning teachers on
instructional planning were determined.
4. Instructional delivery – involves human interactive skills that promote or facilitate
learning in face-to-face instruction, as well as those skills using various forms of
instructional delivery mechanisms. In this study, the difficulties of beginning teachers
on instructional delivery were determined.
5. Assessment – refers to all those activities undertaken by teachers and by their
students in assessing themselves, which provide information to be used as feedback to
modify the teaching and learning activities in which they are engaged. In this study, the
difficulties of beginning teachers on assessment were determined.
6. Classroom Management – is a term used by teachers to describe the process of
ensuring that classroom lessons run smoothly despite disruptive behavior by students.
In this study the difficulties of beginning teachers on classroom management were
determined.
7. Experience – refers to something personally encountered, undergone, or live through.
In this study, relevant experiences of beginning teachers that helped them grow in the
profession and inhibited their professional growth were discussed.
8. Support Strategies - refer to plan of activities to sustain a person at risk. In this study,
support strategies were suggested to help beginning teachers successfully meet the
challenges they face in their initial years of teaching.

c. Schematic Presentation of the Theoretical & Conceptual Framework

The Theoretical framework of the study was based on the theory of Burden,
which states that teachers pass through three stages of development in their teaching
careers. These stages are made up of the first year of teaching, termed as the survival
stage; the second , third and fourth years of teaching, the adjustment stage; and the
fifth year of teaching and beyond, the mature stage.

d. Hypothesis of the Study

There is no hypothesis in this study.

e. Research Methods used

This study employed the descriptive-qualitative research method.

f. Sampling technique and Sample Size

The key informants of the study were the beginning teachers of Daraga South District
with three or fewer than three years of teaching experience.

g. Statistical Analysis Used

The data gathered during the interview with the key informants were interpreted and
analyzed using the summary Data Collection sheet.

V. Comments

Part of the Manuscript Sub-section Highlight

I. Title The title of the study was stated concisely using simple tem
which is understood easily by the reader. It is briefly stated
however gives the overview of the problem at hand
II. Chapter I-The Problem Introduction The introductions gives the rationale behind the conduct of
the study. It gives an overview of the problem, the need to
conduct the said study and how the problem could resolved.
Statement of The problem was stated using the SMART criteria. Specific,
the Problem measurablke, attainable. Result-oriented and time bound.
Scope and The scope and delimitation of the study were properly defined
Delimitation which gives the readers a clear insight on who were the
respondents and what to do with the respondents.
Significance of The result of the study could be used as basis for improving
the Study teaching competence of beginning teachers. I view thereof,
the study is deemed necessary to the ff clienteles: school
heads, beginning teachers, pupils/students and the community
and of course the future researches.
III Chapter II- Review of Related Substantial related literature and studies were reviewed which
Related Literature and Literature somehow helped the researcher identified the gaps and led
Studies Related Studies her to venture in the study.
Synthesis of In the review of related literature and studies the researcher
the Art has surveyed in brief the ideas and concepts of the authors
which made her conclude that without proper support and
guidance, beginning teachers would most likely adopt coping
survival strategies which can actually prevent effective
instruction from happening. Unassisted beginners are also
likely to develop negative teaching behavior. If the feeling of
disappointment continues, they would probably quit teaching
after the first year.
Gaps Bridged In the light of the literature and studies reviewed the gaps
were identified which the researcher had bridged which
included the following: the determination of the challenges
faced by the beginning teachers in instructional planning,
instructional delivery, assessment and classroom
management; the discussion on relevant experiences in their
initial years of teaching that helped them grow in the
profession or inhibited their professional growth; and the
formulation of specific support strategies tht may be adopted
by the school to help beginning teachers in meeting the
challenges that they face..
Theoretical The theoretical framework of the study was based on the
Framework theory of Burden that The Theoretical framework of the
Conceptual study was based on the theory of Burden, which states
Framework that teachers pass through three stages of development
in their teaching careers. These stages are made up of
the first year of teaching, termed as the survival stage;
the second , third and fourth years of teaching, the
adjustment stage; and the fifth year of teaching and
beyond, the mature stage. The conceptual framework on
the other hand started with establishing the profile of the
beginning teachers such as sex, age, civil status, grade
level currently assigned, subjects currently taught,
number of years in teaching, position/rank, educational
attainment, and seminars/trainings attended. An
interview was conducted to determine their perspectives
or expectations of teaching, challenges and relevant
experiences.
Hypothesis No hypothesis was provided.
Definition of The terms used and the variables were defined properly both
Terms conceptually and operationally which has helped a lot in
defining the scope and delimitation of the study.
IV Chapter 3- Research Research This study employed the descriptive-qualitative research
Design and Methodology Methods method. Descriptive research described the present
status of people, attitudes and progress,. It described the
profile of the 10 teachers. Qualitative research provides
complex textual descriptions of how people experience a
given research issue. Purposively selected key informants
were interviewed in order to determine their
perspectives or expectations of teaching, challenges and
relevant experiences.
Sampling The key informants of the study were the beginning
teachers of Daraga South District with three or fewer
than three years of teaching experience. From a list of 32
beginning teachers, 10 were selected using purposive
sampling.
Instruments In the conduct of the study, the researcher made use of two
Used instruments. One is the Teacher Profile which contains the
following characteristics of beginning teachers: sex, age, civil
status, grade level currently assigned, subjects currently
taught, number of years in teaching, position/rank,
educational attainment and seminars/trainings attended., and
second the Semi-structured interview Guide which contains
questions that determine the perspectives of
teaching/expectations, challenges and experiences of
beginning teachers.
Statistical The data gathered during the interview with the key
Analysis informants were interpreted and analyzed using the
summary Data Collection sheet. The first part was on
their perspectives or expectations of teaching which
answered sub-problem No. 2. This was followed by the
challenges of teaching which answered sub-=problem No.
3 The last part was on their relevant experiences in their
initial years of teaching that helped them grow in the
profession or initiated their professor growth. This
portion answered sub-problem no. 4. After identifying
the teaching difficulties , specific support strategies were
suggested that can be adopted in every school to help
beginning teachers ion coping with the challenges they
face.

VI. General Impression

National efforts to reform public schools in the last few decades have focused on tests and
mandates, rather than teacher quality, and have been generally unsuccessful. What teachers know and
can do directly impact what students learn. To keep promising new teachers in the profession we need
to identify the problems and provide the support that will help them succeed.

In the highlights of the findings the researcher concluded that the beginning teachers may be
profiled thus: Predominantly female, in their mid-twenties, single assigned to teach at any grade or level
,and teaching all subjects in the grade level they were assigned; with three or fewer of teachings In
public schools, holding a teacher I position pursuing their advanced education,, and most are needing
continuing development to advance in their career through attendance to seminars and trainings in
addition to enrolling in advanced education.