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UNVEILING THE CLASSROOM MANAGEMENT OF TEACHERS AS DETEMINED

BY THEIR SELF-ASSESSMENT: MIXED METHOD

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A Research Presented to

The Faculty of College Education

Kapalong College of Agriculture, Sciences and Technology

Maniki, Kapalong, Davao del Norte

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In Partial Fulfillment

of the Requirements for the Degree,

Bachelor of Elementary Education - Generalist

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LIMOSNERO, JANICE A.

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January 2021
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TABLE OF CONTENTS

TITLE PAGE PAGE

CHAPTER 1 1

INTRODUCTION 1

Rationale 1

Worldview and Theoretical Lens 2

Conceptual Framework 6

Audience 8

Purpose Statement 9

Research Design 11

Literature Review 11

CHAPTER 2 25

METHODS 25

Research Design 25

Place of Study 26

Participants 27

Instruments 27

Validity of Instruments 29

Data Collection 29

Permission 31

Orientation 31

Survey Questionnaire 33
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In-depth Interview 33

Focus Group Discussion 35

Data Analysis 37

Weighted 37

Sequence, Emphasis and Mixing Procedure 39

Figure of Procedure 40

Methodological Issues 41

Trustworthiness of Study 41

Resources 41

Social Value 42

Informed Consent 43

Vulnerability of the Research Participants 43

The Risk, Benefits and Safety 44

Privacy and confidentiality of Information 44

Justice 44

Transparency 4
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Chapter 1

Introduction

Background of the Study

Self-assessment had become a challenge to the teachers when it come to

their classroom management. Self-assessment of teachers accompanied by

hesitation and uncertainty as well as subjectivity and lack of reliability. It is expected

that teachers must be acquainted in their self-assessment, but mostly teachers did

not meet what was being expected (Gurbanov, 2016). Students have different

achievement levels and behavioral problems, it affect them especially when the

teachers are lack of self-assessment in procedures as to making judgments about

accuracy, worth, and appropriateness within a learning context (Hwang, 2015).

In the global setting, particularly in the Province of Yogyakarta Special Region

of Indonesia, teachers did not completely comprehend the method of evaluation. The

teachers difficulties were also established in designing the instrument of attitude in

the nature of the skills evaluation rubric and the compilation of scores from various

assessment techniques. In addition, the teachers are not able to appreciate and give

feedback to the student's learning achievements (Retnawati, Hadi, Nugraha, 2016).

In the Philippine particularly in the province of Ilocos Norte, self-assessment

has continuously become one of the concerns. Teachers has inability in the area

being assessed and lack of experience in self-assessment. Mostly teachers did not

provide measurement, feedback, reflection, and appreciation to what the students

being done or achieved (Lasaten, 2016).

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In the local setting, particularly in the Municipality of Kapalong, teachers in

KCAST were also facing same problem. The teachers are facing problems with their

self-assessment in dealing the students. They really had experience a difficulty in

managing the classroom and assessing their selves. The study of self-assessment is

neglected as what Mrs. Aileen Mae Cabaguio stated, teachers in KCAST have

learner’s assessment but doesn't have self-assessment in managing the classroom.

Self-assessment plays a vital role in classroom management as well as the teachers

and learners development throughout the process of teaching and learning. It needs

to study for the betterment for both teachers and students. The beneficiaries of this

study are both the teachers and the learners to develop and improve their

knowledge, skills and attitude.

Worldview and Theoretical Lens

Worldview plays an important role in the mixed method. Sire (2004) defined

worldview as that of expression in ethics, religion, philosophy, scientific beliefs and

the nature of research that a researcher holds. There have been mold by the

researchers past experiences, by the discipline area of the student, the belief of the

faculty and the adviser of the student researcher.

Worldviews are complex. People brought up in two different cultures, can hold

two competing sets of values and code shift-between the two depending on context.

(Hong, 2000). Among the four commonly agreed worldviews only transformative and

pragmatism worldviews are seen to have become compatible with mixed methods

research (Cresswell, 2008).

Teacher self-assessment is weak, this have some unexpected outcomes but

most teachers never meet it. In teaching the students, self-assessment is very
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important upon handling them and managing the classroom, if it is not applied then it

is expected that the students will never cooperate in school and won’t mind with

regards of his or her performances and grades (Biljana, 2017).

Students feel that assessment is the responsibility of teachers, (Lee, 2016).

Teachers are the one who will mold her or his students upon imparting knowledge to

the learners. In managing the classroom, teachers must give value and focus with

his or her self-assessment upon dealing the students for them to be able to become

more responsible with their selves and their grades.

Having continuously dealt with diverse teachers, I deeply understand that

each of them possessed different skills, attitude and style in terms of managing the

classroom with their self-assessment. However teachers have lack of teaching

strategies, some teachers are not teaching effectively that results low achievements

of students because of the strategies being used which is not fitted by the students

interest or level.

This phenomenon urges me to study the self-assessment and classroom

management of teachers to shed light on their experiences and help them cope up

with their teaching journey. Hence, this study aims to generate a social change not

only in the classroom but also in the field of education. Further, this may serve as

their basis for altering negative thoughts of their capacities so that it cultivates a

positive attitude and strong motivation toward self-assessment. Finally, the result

would help everyone to conform to the existing laws campaigns and advocates of

change of teachers self-assessment.

As a pragmatist, I believe that it is time to help the teachers and shed light on

their shared experiences and the challenges they are encountering towards self-
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assessment. Guided by the principle of pragmatism , the status of teachers

classroom management and self-assessment was given scores and issues behind

the lack of assessment that may be possibly addressed. Pragmatism is oriented and

concerned with the applicants –works-and-solutions to problem (Patton, 1990).

Pragmatism is a research paradigm which in the contentious metaphysical

concepts such as truth and reality refuses to get involved. Instead, it accepts that

there can be single or multiple realities that are open to empirical equal (Cresswell

and Clarck, 2011).

Pragmatist philosophy holds that human actions can never be separated from

the past experiences and from the beliefs that have originated from those

experiences. Thus, human thoughts intrinsically linked to action. People take actions

base on the possible consequences of their action. They use the results of their

actions to predict the consequences of similar actions in the future.

This study is anchored to the Classroom Management Theory of BF Skinner

(1960). The theory stated that changes in behavior are a result of individuals’

responses to events, or stimuli, that occur in their environment and many behavior

management systems utilized in today’s classrooms are influenced by his theories.

Teachers utilize immediate praise, feedback or rewards when seeking to change

problematic student behavior.

Consequently, the main theory is supported by the Theory of Choice by Glasser

(1998). This theory states that all we do is behave, identifies teachers as managers

who need to work effectively if they want to successfully teach their students. The

role of teachers as managers requires them to guide students in understanding that

working hard and being obedient is worth it and will have a positive influence on their
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lives and identifies teachers as managers who need to work effectively if they want

to successfully teach their students. The role of teachers as managers requires them

to guide students in understanding that working hard and being obedient is worth it

and will have a positive influence on their lives.

Hence, Shepard (2001) in his proposition explained that self-assessment is an

essential component of cognitive and constructivist theories of learning and

motivation. Teachers self-monitoring of learning and thinking is important in the

knowledge construction that lies at the heart of such theory. Teachers organize,

evaluate, and internalize when teaching and self-assessment is part of that process.

They must connect new knowledge, understandings and skills with what they have

already stored and used. Self-assessment fosters students’ ability to make these

connections.

Conceptual Framework of the Study

The conceptual framework in figure 1 shows the relationship between the

independent and dependent variable. The following are the discussion on the

indicators that we used in this study. The independent variable of this study is the

classroom management in which the following are the indicators: managing

classroom behavior, specific teaching techniques, working with parents and planning

and support.
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Independent Variable Dependent Variable

Classroom Management Self-assessment

 Managing classroom  Learning environment

behavior
 Effective
 Specific teaching communication
techniques
 Assessment
 Working with parents
 Instructional planning
 Planning and support and strategies

Figure 1. Conceptual Framework of the Study

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Meanwhile, self-assessment is the dependent variable in which the following

are the indicators: learning environment, effective communication, instructional

planning and strategies and assessment. Self-assessment give teachers control

over their own growth treats as professionals. As demonstrated by some of the

studies, teachers themselves are the best judges of their teaching performance and

growth (Akram, 2015).

Audience

This mixed method study is written for audience who would assist in shaping

and strengthening the decision to be made for the choice of design in the study.

These audiences include teachers, future researcher, research adviser, panel,

technical committee, research ethics committee, journal editors, research analyzer

and publishers.

One of the audiences of this research would be the teachers known as the

mentors. This study will serve as a reference and give them more power to build

strategies and ideas about how to strengthen their teaching skills to meet the

objectives and goals they are given as educators.

For students in general, this research has a major significance because they are

the direct beneficiaries of this study in which they would be influenced whether the

instructor is successful or not in teaching the subject outside their specialization

area. This will further enhance the consistency of their mentor's learning and

teaching processes. Further, this will further enhance the consistency of their

mentor's learning and teaching processes.

To understand how important education is, this will serve as a plan and ideas for

them. At that time, this study will enhance further such that the education system will

enhance further not only in our country but internationally, but will also strengthen
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the capacity of the tutor to teach their learners on the basis of their exact expertise

and abilities to develop academic skills and strategic management in terms of

learning.

Lastly, the findings of my study can be used by the publishers to introduce self-

assessment to the teacher's classroom management body for better comprehension

through the teacher's eye. This analysis will include new details and a deeper

understanding of the phenomena being studied.

Purpose Statement

The purpose of this study is to unveil the classroom management of teachers

as determined by their self-assessment who are situated in the Municipality of

Kapalong especially those who teach in Kapalong College of Agriculture, Sciences

and Technology. This included their difficulties and insights realized along their

journey of learning assessment. The findings of this study will help to determine the

status of the teacher self-assessment. Furthermore, this would help embrace and

learn their coping mechanism in dealing with the process of learning a language and

affirm their styles in handling the challenges that may come along their ways.

This study will utilize convergent parallel approach as means of getting rich

information about the firsthand experiences of the informants and participants

involved in the study. Hence, this study intent to develop and gates vital and deep

information through quantitative and qualitative methods such as interviews and

discussion.

This study served as more relevant reference of the classroom management

and self-assessment of teachers perceived in the locality of Kapalong, particularly in

the research locale. Thus, the study aims to give a comprehensive emphasis on
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context with data and information about the classroom management of teachers a

determined by their self-assessment in Kapalong.

Research Design

In this study, a convergent parallel mixed method research will be employed

to broadly analyze the classroom management of teachers as determined by their

self-assessment. Specifically, it sought to answer the following questions:

1. What is the status of classroom management of teachers as determined by

their self-assessment?

2. Which domains of the classroom management of teacher as determined by

their self-assessment?

3. What are the teaching experiences of teachers with regards to their classroom

management and self-assessment?

4. What insights can the teachers share with regards to the contribution of

classroom management to their self-assessment?

5. To what extent does the quantitative data corroborate with the qualitative

data?

Literature Review

This part presents some related literature and studies that run parallel to this

research in terms of area of concern and nature of study. Features that have

bearings to variables under study provided a background and framework for the

present investigation. This literature review is set to discuss the independent and

dependent variable and its indicators.

Classroom Management
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Classroom management determined that the ability to teach the group's

learning style instead of the individual and the arrangement of lessons and teaching

methods must be part of the mastery of classroom management. The aim of

classroom leadership is to create an environment that not only promotes learning for

students, but also motivates learners to learn. He also posits that the keys to

successful classroom management is in preventing management problems from

occurring in the first place by putting into place good organization and planning

(Kounins, 1970).

Classroom management involves the practical application and integration of

much of the foundational knowledge. Skillful classroom management makes good

intellectual work possible. It will also help the teachers to create effective and

efficient teaching towards the learners improvement in lifelong process of teaching

and learning development (Jossey-Bass, 2005).

Thus, classroom management is a topic of enduring concern for teachers,

administrators and the public. It consistently ranks as the first or the second most

serious educational problem in the eyes of the general public concern during their

early teaching years (Routledge, 2015).

Also, it incorporate the essential features of classroom organization,

management and discipline, provides information to help elementary school teachers

establish effective classroom management systems (Carolyn, 2016).Hence,

classroom management refers to the wide variety of skills and techniques that

teachers use to keep students organized, orderly, focused, attentive on task and

academically productive during a class (Walter Doyle, 2015).

Lastly, it creates set of expectations used in an organized classroom

environment. It includes routines, rules and consequences. It often comes to mind at

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the mention of classroom management but crucial component of teaching is much

more (Edmund T. Emmer, 1994).

Working with Parents

Working with parents is the most helpful parts of teaching. Parents who are

involved, interested, and willing to "partner" with the educator in the best interests of

their child's education. Parents who attend parent/teacher conferences, respond to

teacher requests and notes, help their children with projects and homework, and will

support you in disciplinary actions which can help teachers to impose classroom

management since, parents are doing this in their homes (Adams, 2015).

Further, creating a collaborative relationship with families is another

component of creating an effective learning community. It means learning about

families to understand the family's culture and the relationships between parents and

the child. By involving parents, teachers are also supporting children's well-being and

development. Teachers will able to handle the class through recognizing the childs

interest (Kaiser & Rasminsky, 2017).

Also, parental involvement plays a critical role in students’ academic success.

When you work with parents, you get the extra support needed to help struggling

children turn around their performance. By opening the lines of communication,

encouraging parental presence in the classroom and offering opportunities for home

enrichment, teachers can bring parents on board as partners in education. Teachers

can always use an extra pair of hands to pass out papers, organize supplies, help

with line monitoring and complete many daily tasks (Spring, 2018).

Furthermore, Teachers are the first line of communication between parents

and the school, so it falls to you to communicate often, ask for help and engage

parents as an active part of the learning process. So that in the classroom setting
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teachers difficulty in managing the will be lessen and give na learnings that the child

deserves (Lawrence, 2015).

Therefore, communicating the classroom expectations to parents and making

them aware of positive and negative behaviors can be a powerful tool in creating an

effective classroom management plan. Understanding the student helps to create a

learning environment that fosters learning and cooperation in the classroom (Kaiser,

2016).

Managing Classroom Behavior

Classroom management skills are essential for effective teaching and

consequently form an integral part of undergraduate teaching degrees. Self-efficacy

in classroom management influences an individual’s willingness to undertake

specific actions and their perseverance in the face of difficulties in executing these

actions. In order to progress the teachers self-efficacy in classroom management it

was developed and improved ( Slater, Main, 2020).

In addition, teachers are underprepared for the behaviors that their students

may bring to the classroom in terms of challenges to teaching and learning. The

behavior management content included in pre-service teacher preparation programs

for general education teachers. Teachers are more likely to be taught universal

management strategies than more specific skills included in their programs

(McKenna, 2017).

Classroom practices and ways to provide effective professional development

to address this challenge remain an enduring concerns education. Despite this

concerns, there exists a well-established research literature on evidenced-based

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practices . One identified area of need is research investigating the extent that

different classroom practices are more less important across school and grade levels

(Borgmeier, Loman, 2016).

Further, managing classroom behavior is a term for teachers to use to

describe the process of ensuring that classroom lessons run smoothly without

disruptive behavior from students compromising the delivery of instruction. The term

also implies the prevention of disruptive behavior preemptively, as well as effectively

responding to it after it happens (Hara, 2015).

Moreover, as a teacher in managing the classroom with the behavior it is

crucial in classrooms because it support the proper execution of curriculum

development, developing best teaching practices and putting them into action . It can

be explained as the actions and directions that teachers use to create a successful

learning environment: indeed having a positive impact on students achieving given

learning requirements and goals (Soheili, Alizadeh, Murphy 2016).

Specific Teaching Techniques

Exploring language teaching strategies and techniques that can be used in

classroom settings to improve student learning in a language other than their native

languages. Learning and raising future awareness of language learning and create a

resource bank of language teaching strategies, ideas and techniques for teachers to

use when implementing units of inquiry (Tavoosy, Jelveh, 2019).

In addition, concerning whether teachers are (or should be) willing to engaged

with research. Teachers understanding of research was relatively consistent with

practices although their awareness of instructionally research was low. Teachers

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were willing to use research because it gave them emotional support and help them

deal with issues (Masatoshi, Loewen, 2019).

Technological impact and immigration have resulted in ICT playing a

significant role in an educational adaptation to multi-cultural environment. Flipped

learning as an innovative teaching method has been developed through a descriptive

model. Some teachers do not use it because they lack training, digital assets and

also because of a certain apprehension towards innovative practices on classroom

management (Pozo, Belmonte, 2019).

Moreover, teaching as providing experiential and practice-based learning

opportunities for students that revealed its desirable pedagogical features. When

students engaged in learning experiences they underwent personal transformation.

In teaching, to contribute to its pedagogical culture particularly concerning methods

used to evaluate instruction, innovative instructional methods and approaches to

assessment ( Kawulich, Wagner, 2019.)

Furthermore, designing a study and collecting and analyzing data to develop

an effective communication, teachers must employ specific teaching techniques as

they teach the students. Upon applying specific teaching techniques, it impacts the

knowledge of the learners in acquiring informations, especially when it is fitted to

their interest the class will be more interactive (Tracy, 2019)

Planning and Support

Teacher support plans can differ in content, name and structure and should

ideally be catered for the individual needs of the teacher. They will are meant to be
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supportive and developmental tool which will assist you in improving your teaching

and learning practice.Most often support plans will include a number of objectives

which you will have to meet within a set time frame (Kieere, 2015).

Planning is important. No matter if it’s for your classroom, going to a

supermarket, or buying a car. In education, a well-worked out course/lesson plan will

act as a core of teaching-learning process. It answers all the necessary questions

and provides sufficient support to the teacher so that the teaching becomes smooth

and easy (Andrie, 2015).

Common planning time enables teachers to meet and collaborate on

important work and decision making about students and instruction. In many

schools, this happens through professional learning communities (PLCs) when

groups of teachers collaborate to plan, implement, reflect on, and modify instruction

as they strive to help students learn. PLC work in my building felt very productive to

me and was something I looked forward to (Johnson, 2015).

Accomplishing more planning time for teachers requires knowledge of the

teacher contract, state policy expectations, and scheduling constraints in any school

or district. Since every school and every district is unique, the same solution won’t

work for every scenario. But many districts are coming up with creative solutions that

can be considered by others (Henriech, 2016).

They are meant to be supportive and developmental tool which will assist you

in improving your teaching and learning practice. Most often support plans will

include a number of objectives which you will have to meet within a set time frame

(Kenziere, 2017)

Self-assessment
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Self-assessment is an entirely human process; no machines or statistics can

take place of the learners own self-awareness. The student’s context, personal life,

values, ideas, personality, abilities, traits all filter, guide, or even wrap the judgment

he or she makes about learning and performance on academic task. It is a great way

that teachers, manage their self-assessment to handle his or her learners (ndrade,

Cabin 2016).

In addition, self-assessment could mean that the students simply check off

answers on multiple choice test and grade themselves. Self-assessment is more

accurately defined as a process by which students monitor and evaluated the quality

of their thinking and behavior when learning and identify strategies hat improve their

understanding and skills (Hearn, 2015).

Moreover, assessment is generally perceived as one of the key challenges in

the field of self-accessing learning. Furthermore, assessing the development of

learning gains such as the ability to plan and manage independent learning or to

approach a learning task strategically relies on underdeveloped methodologies and

assessment tools (Gardner & Miller, 2016).

Self-assessment focus on their own work and processes are used for raising

academic performance and self-regulatory skills. It recommends that students self-

essential should no longer be treated as an assessment, but instead an essential

competence for self-regulation. As such, we descriy a potential curriculum approach

that could guide teachers to appropriate use of self-assessment tools (Brown,Jerrod,

2015).

Further, self-assessment is increasingly used in higher education as a

srltrategy for both student learning and assessment. It assess their own performance
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and is primarily used to help students develop specific learning skills that they will

need for professional competence (David & Boud, 2016).

Learning Environment

Effective learning environment is the physical atmosphere of the classroom

can help prevent behavior issues as well as promote and improve learning. The

structuring of the learning environment is essential for teachers and students. The

physical arrangement of the classroom can affect both student and teacher behavior,

and a well-structured classroom management plan of design has the ability to

improve learning and behavior (Cox, 2019).

In addition, the most important aspect in a safe and positive learning

environment is the rapport between a teacher and his or her students. When the

students understand that their teacher cares about them and wants them to do well,

students feel comfortable asking questions, making mistakes and taking risks in

order to learn something new. To build these kinds of relationships, the teacher

should take interest in each student's strengths and interests, as well as their

struggles and frustrations. He or she needs to act as a positive model for learning

and celebrating achievements (David, 2015).

Moreover, effective learning environment of teachers are indicated by a

number of characteristics such as being active, competent in collaboration, lively

discussion and eagerly building knowledge in teamwork. Teachers also

demonstrated the ability to develop goals and plans, supervise their own learning

and to be very flexible in any circumstances (Watkins, Carnell, Lodge, 2012)

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Developing an engaging and positive learning environment for learners,

especially in a particular course, is one of the most creative aspects of teaching.

Typically, the focus is either on the physical learning environments (institutional) like

lecture theaters, classrooms, or labs; or on different technologies that are used to

develop online learning environments (Movchan, 2018).

Further, educators may also argue that learning environments have both a

direct and indirect influence on student learning, including their engagement in what

is being taught, their motivation to learn, and their sense of well-being, belonging,

and personal safety. And because the qualities and characteristics of a learning

environment are determined by a wide variety of factors, school policies, governance

structures, and other features may also be considered elements of a “learning

environment (Garcia, 2015).

Assessment

Special attention is given to strategies for the implementation of peer and self-

assessment, as well as on how to use formative assessment instruments such as

rubrics, scripts and prompts, in order to promote teacher involvement in assessment

(Jan-Willen,2016).

Self-assessment as one of the authentic assessments has been currently

implemented to give more opportunity to teachers to reflect on their own learning and

progress. Assessing yourself in different practice of teaching may help you become a

better teacher (Vigayanti, 2018).

Teachers are committed to ensuring that students are aware of their skills and

kind of errors they make. Assessment is another supplementary strategy that

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provides opportunity for teachers to take control of the learning. However,

assessment reduce maladaptive behaviors more than indirect teacher feedback

(Vasu, 2020).

Assessment can enhance teaching and learning effectiveness. It is a process

where teachers are directed to assess their performance. Assessment is the action

or an instance of making a judgment about something. It can positively affect

teacher’s performance through the development of their reflective and critical

thinking skills as well as their self-confidence as teachers (Abdou, 2017).

Assessment is the most needed to focus learners perception of progress.

Student are often passive in their approach to learning and may become

demotivated if they cannot see any progress. Therefore, teachers must assess

themselves in the field of teaching to produce learners who are more active, focus,

and assess their own progress in terms of communication (Jonsson, 2016).

Instructional Planning and Strategies

Teachers across the country face many challenges as they strive to reach all

students and have each succeed. The impacts of teacher self-assessment with

regards by their instructional planning and strategies play a big role to the student

success or lack of success. It supports the academic success and positive self-

image of the students on how the teachers assess their strategies in teaching (Paul,

2015).

In addition, teaching with instructional planning and strategies is the main

focus for student-centeredness which emphasizes learning by doing-assessing this

process requires different assessment techniques of the teachers. This process

includes setting goals and organizing learning environment according to their

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determined goals. Therefore, educators need to develop new student-centered

assessment to evaluate learners (Ahmet, 2015).

Moreover, educators need to develop new instructional planning and

strategies to evaluate learners in teaching which focuses on students taking

responsibility for their learning from the beginning to the end. It includes setting goals

and organizing learning environments according to their determined goals (Cinar,

2015).

The practiced enabled students to set learning commitments, use learning

strategies that also allow them to raise awareness and take further actions while self-

monitoring them. Thus, teachers must assess themselves upon using instructional

planning and strategies to catch the attention and interest of the teachers (Duque,

2017).

Further, teacher self-assessment has only been assumed to be determined of

instructional practice. But positive responses by student to the instructional practice

may mediate the association of teacher self-assessment. If this would be applied of

teachers in their teaching strategy ten it would affect a big impact to the learning of

the students (Choi, 2019).

Effective Communication

Finding a way to improve student’s learning performance is crucial concern in

education reform. The effectiveness of the interaction between students and

teachers, sharing and the classroom environment on learning performance may

reach a successful discussion where students will learn a lot and focus to the class.

When teachers create a sense of communication, respond to students and foster

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positive relationships, students are more engaged and enthusiastic about learning

and tend to perform better academically (Sons, 2015).

In addition, effective communication in teaching which are the opinions of

teachers on communication skills and motivation of their students in the classroom is

very important. Without communication, the teaching and learning process will not

take place. Therefore teachers with good communication skills will create a more

successful teaching and learning ambience for the students (Panisoara, 2015).

Someone with great communication skills has the potential to influence others

and effective communication strategies will lead to success. Communication skills

and work motivation have a high influence in the learning aspect. The teacher’s

communication style can influence the interest and attitude of the students in

creating a fun and learning atmosphere (Delta, 2016).

Further, the topic on communication in teaching is so generic that it has turned

out to be almost oceanic. Currently the issue of on the development of the

competences of communication is researched very often. A teacher is highly valued

personality in a society and teaching is considered to be the most sacred and

distinctive profession. History is full of evidence about the nations where education

has distinguished progress (Georgeta, 2015).

Moreover, the importance of communication between the teachers and the

students where interactions and characteristics are meaningful for student learning

and motivation. Teachers must ask questions and provide feedback in relation to

individual student characteristics and gender predict cognitive learning activity and

intrinsic learning motivation (Junk, 2015).

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Chapter 2

Methods

In this section, the methods and procedures that will be employ in the study is

presented. This will be implemented and use to get the best out of the primary

purpose of the study. The discussion is specifically narrowed to research design,

place of the study, research corpora, research instrument, data collection, data

analysis, sequence, emphasis and mixing procedures, figure procedures, anticipated

methodological issues, trustworthiness of the study, validity issues as well as the

ethical considerations which gave emphasis that the paper was reviewed by the

Research, Publication and Innovation Center of the college.

Research Design

This study will utilize a mixed methods design particularly convergent parallel

mixed methods approach will use where quantitative and qualitative date where

collected in parallel, analyzed separately and finally merge. Mixed methods research

refers to research which integrates both qualitative and quantitative elements in a

single study (Creswell and Clark, 2011).

Mixed methods research show case different contributions pertaining to

applications of mixed methods in diverse field (e.g, social networks and fertility.
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(Hollostein, 2015). More generally, one can consider mixing t any or all of the

following research components; purposed research questions, theoretical drive,

methods, methodology, paradigm data, analysis and results. One can also include

mixing views of different researcher is participants or stakeholders (Schoonenboom,

Johnson, 2017).

The overall goal of mixed methods research is to allow a deeper and more

realistic understanding of the phenomenon examined, being at an intermediate level

of different social mechanisms such as homophily, intermediation and transitivity. It

combines a quantitative analysis based on archived sources first and then makes a

qualitative analysis contain in the project themselves. Through this triangulation it is

possible to observer the existence of the common mechanisms, cohesion and

brokerage that explain the observed dynamics and their legitimacy. Through the

concept of social mechanisms this brings to the conceptualization of mixed methods

in the network of analysis (Bellotti, 2015).

Most of the well-known goal approach to mixed method is convergent design.

This design entails that the researcher concurrently conducts the quantitative angle

qualitative elements in the same phase of the research process, weighs the methods

equally, analyzes the two components independently and interprets the results

together (Pablo, Clarck 2015).

Other purposes of this design include illustrating quantitative results and

quantitative findings. Synthesizing complementary quantitative and quantitative

results to develop a more complete understanding of a phenomenon and comparing

multiple levels with a system (Morse, 1991).

 24

In addition, to match the design to the purpose of the study, the following

consideration also suggest when to use the convergent design, the researcher has

limited time for collecting data and collect both types of data in one visit to the field.

The researcher has skills to both quantitative and qualitative data to understand the

methods of research. The researcher feels that there is an equal value for collecting

and analyzing both quantitative and qualitative methods of research (Patton, 1990)

In convergent parallel design, qualitative data through classroom observation,

interview, audio and video recording and transcription, and quantitative data through

a survey questionnaire were collected and analyzed. For the qualitative phase,

thematic analysis was used in order to analyze the emerging themes and core ideas

from the shared experiences of the respondent’s base on the research questions

inquiring on their second language experience (Plano, 2011).

 25

QUAL Data & QUAN Data &

Results Results

Transcribed Interpretation Survey

Recordings Questionnaires

Interview

Figure 1. Convergent Parallel Mixed Method Design

 26

Place of Study

The study will be conducted in Kapalong, Davao del Norte particularly in

Kapalong College of Agriculture, Sciences and Technology, locally-run by

Municipality of Kapalong. The concerned academic institution is one of the four

recognized local colleges located at the heart of the Municipality of Kapalong. It is

the first local college to be accredited level 1 of its four programs in Mindanao by the

ALCU-COA. It has 7 academic program offerings and four of which have recently

undergone level accreditation on Sept. 25-27, 2018. Namely Bachelor of Secondary

Education Major on English (BSED), Bachelor of Elementary Education Generalist

(BEED), Bachelor of Science and Business Administraion (BSBA) and Bachelor of

Agriculture Technology (BAT). It's remaining Commission on Higher Education

(CHED) recognized programs namely Bachelor of Public Administration, Bachelor of

Sciences in Office Administraion and Bachelor of Science in Criminology were also

subjected for level accreditation on the same aforementioned dates.

27
 28

Figure 2. Location of Maniki, Kapalong, Davao del Norte

Participants

According to (Creswell, 2009) quantitative research requires procedure

standardization and random selection of participants to minimize the possible effect

of external variables and ensure results are obtained. For the quantitative phase of

this study , a ______ sampling will be applied during the selection of the survey

participants.

Quantitative Phase

For the quantitative research method it emphasize objective measurements

and the statistical, mathematical or numerical analysis of data collected through polls

questionnaires and surveys or by manipulating pre-existing statistical data using

computational techniques.

Qualitative Phase
 29

Subject selection in qualitative research is purposeful. In this phase, participants

are selected who can best inform the research questions and enhance

understanding on the phenomenon under study. The subject sample must be able to

important facets and perspectives related to the phenomenon being studied.

Research Instruments

For the quantitative research method, the researcher employed universal

sampling. Universal sampling refers to the selection of sample where not all the

people in the population have the same profitability of being selected is unknown

(Richard M. 2015)

Qualitative Phase

For the qualitative phase, I prepare an interview which was validated by the

panel of experts. It comprised open-ended questions regarding the classroom

management as determined by the teacher’s self-assessment. Guide questions

contain two main questions which are the focus for collecting data. These questions

were asked to provide richer detail of the accounts of the participants, in case when

the utterances of the participants are a bit vague and still need further elaboration.

Quantitative Phase
 30

For the quantitative phase, standardized survey questionnaire was used which

was adopted from the internet. The survey questionnaire was made to corroborate

the results with the qualitative findings which were gathered in the recorded interview

from the in-depth and focus group discussion. After the formulation, the instrument

had undergone validation from the panel experts.

To interpret the data refers to the implementation of processes through which

data is reviewed for the purpose of arriving at an informed conclusion. The

interpretation of data assigns a meaning to the information analyzed and determines

its signification and implications.

To interpret the data of the Classroom Management of teachers, the following

table with a 5-point Likert’s scale will be used to determine its level.

Scale Descriptive Equivalent Interpretation

Classroom Management of

4.20- 5.00 Very High teachers is very extensive.

Classroom Management of

3.40-4.19 High teachers is extensive.

Classroom Management of

2.60-3.39 Moderately High teachers is moderately

extensive

Classroom Management of

teachers s less extensive.

 31

1.80-2.59 Low
Classroom Management is not

extensive.

1.0-1.79 Very Low

To interpret the data of the Self-assessment of teachers, the following table

with a 5-point Likert’s scale will be used to determine its level.

Scale Descriptive Equivalent Interpretation

Self-assessment of teachers is

4.20- 5.00 Very High very extensive.

Self-assessment of teachers is

3.40-4.19 High extensive.

Self-assessment of teachers is

2.60-3.39 Moderately High moderately extensive

Self-assessment of teachers s

less extensive.

1.80-2.59 Low
Self-assessment is not

extensive.

1.0-1.79 Very Low

 32

Validity of Instruments

Quantitative Phase

The two instruments that will be used in the quantitative phase are all adopted

questionnaires taken from the works of experts in their respective fields. To further

ensure the reliability, the questionnaire was subjected to expert validation as well as

pilot-testing on teachers.

However, in order to determine cross cultural validity and reliability of the

questionnaires, they were subjected to content validity by experts who evaluated the

clarity of directions and items, presentations/organizations of items, sustainability of

items, adequate of items per category, attainment of the purpose, objectivity and

scale and evaluation in rating system.

Qualitative Phase

To ensure the validity of the qualitative research guide questionnaire, this may

subjected to scrutiny of the panel of experts as regards to their clarity, sustainability,

understandably and ability to elicit personal narratives, comments, opinions and

insights from the research participants.

Data Collection

The following phases were followed during the conduct of the study.
 33

Validation. The researcher prepared the survey questionnaire and the interview

guide questions that was used in this study. He submitted them to the five experts in

the field for validation.

Permission. Prior to the conduct of the study, a letter of approval to conduct the

study used to communicate and verify the cooperation between an organization and

the researcher. It is important for the researcher to understand that obtaining the

necessary permissions to conduct the study can be a time consuming process

( Hans Burgeire, 2016).

Quantitative Phase

Orientation. Upon approval, the participants and individuals were oriented about

the conduct of the study, its significance, its purpose, and objectives. Each item on

the survey questionnaire and the corresponding individual scale was explained

thoroughly to the participants.

Survey questionnaire. In the quantitative phase, a survey questionnaire was

employed. Results were tallied, computed and analyzed to corroborate with the

results of the qualitative data. The qualitative and quantitative phases of the study

were done simultaneously.

Qualitative Phase

Orientation. Upon approval, the participants and individuals were oriented about the

conduct of the study, its significance, its purpose and its objectives. Each question

on the interview guide question can be translated to any language that the

participants understand best. As researcher, it is important to inform the participants

on the protection of their confidentiality.

 34

Qualitative Phase

In qualitative phase, one on one interview will be conducted to the participants

to gather information on the experiences of the teachers. Interview notes were cross-

validated using the video-recorded interview. Final transcript was verified by the

interviewee for accuracy. The recorded interview and transcript were kept.

In-Depth Interview (IDI). It is a qualitative research technique that involved

conducting intensive individual interviews with a small number of respondents to

explore their perspectives on a particular idea, program, or situation (Boyce and

Neale, 2006).

Focus Group Discussion. A focus group discussion involves gathering people

from similar backgrounds or experiences together to discuss a specific topic of

interest. It is a form of qualitative research where questions are asked about their

perceptions attitudes, beliefs, opinion or ideas. In focus group discussion participants

are free to talk with other group members; unlike other research methods it

encourages discussions with other participants.

Data Analysis. Immediately after gathering all the pertinent data necessary, the

tabulation and analysis of data shall be done after all pertinent data were collected.

In analyzing the qualitative data, the researcher used thematic analyses. For the

quantitative phase, certain statistical tools were used to analyze the data

Weighted Mean, Standard Deviation and Regression. Data obtained from the

survey questionnaire were subjected for deep analysis. After retrieving the

questionnaire, the data were tallied and treated. Survey data were analyzed

descriptive and inferential statistics.

 35

Weighted Mean. The weighted mean was used to determine teacher’s self-

assessment.

Standard Deviation. This standard deviation was used to determine how spread out

the students’ responses are.

Qualitative Data Analysis

Thematic Analysis

In this study, I probe for patterns and themes that were generated in the

utterances or statements of the participants/informants during the one-on-one

interview. .In particular, themes were derived from the core ideas which were then

categorized or coded, all which have sprouted from the probed issues dispensed

during the interview. In analyzing the qualitative data, the use of thematic analysis

will apply.

Sequence. The selected research design of the study is a convergent parallel mixed

method. The qualitative data gathered through video and audio recording,

transcription and interview while the quantitative data was collected through a survey

questionnaire which was also collected and analyzed simultaneously.

Emphasis. In this study, emphasis was given on the results of both qualitative and

quantitative phases. The framework which is the parallel convergent design shows

two (2) phases with the data collection and analysis from the qualitative and

quantitative phases which were done simultaneously.

Mixing Procedure. In the study, the first linking of data happened at the design-level

with the use of a convergent parallel design where the results from the qualitative

and quantitative phases were brought up together.

 36

Figure of Procedures. Demonstrates the use of convergent parallel mixed method

approach in specific where the qualitative data and quantitative data were

corroborated to obtain a clear understanding on the experiences of the teacher's

self-assessment. The quantitative phase and qualitative phase were conducted

simultaneously.

Figure 3. Systematic Procedure of the Study

 37

Methodological Issues

Method are the strategies, process or techniques will utilize in the collection of

data or evidence for analysis in order to uncover new information or create better

understanding of a topic (Winston, 2015). Convergent parallel mixed method design

occurs when the researchers use concurrent timing to implement the quantitative

and qualitative studies during the same phase of the research process. Quantitative

and qualitative data are collected during a similar timeframe.

Time. Time study is a structured process of directly observing and measuring

human work using a timing device to establish the time required for completion of the

work by a qualified worker when working at a defined level of performance (Keizzer,

2016). In addition, convergent parallel design requires standardization of procedures

and random selection of participants to remove the potential influence of external

variables and ensure generability of results (Hades, 2015).

Selection. For this study, there were selected 10 teachers as my participants

for the in-depth interview. The number of participants was decided by the technical

experts who constructively check and evaluate my study. In the selection of my

participants, I checked if they met the qualifications that had been indicated in this

study. After which, I talked to these participants so to explain to them the purpose my

study. Also, I provided them the furnished copy of the Informed Consent Form. The

letter of approval was also be shown to them as a proof that I have undergone the

processes.

Resources .This study involve in-depth interview and focus group discussion.

For the validity of my study, all forms of data that I use in this study was validated
 38

separately, namely: interview guide questions for the in-depth interview which was

part of my qualitative phase; and survey questionnaire for quantitative phase.

Trustworthiness of the Study

It refers to the degree of confidence in data, interpretation and methods used

to ensure the quality of study (Pilot, 2015). When conducting this research, I put into

account the responses of the informants. Also, a big consideration was given to all

the details of the data. There were checking and rechecking of all the transcriptions

and the importance of the data that are related to each other on their themes. Aside

from this, checking and rechecking were done too with the result of the quantitative

survey.

Credibility. Researchers should establish the protocols and procedures

necessary for a study to be considered worthy of considerations by readers.

Although most experts agree trustworthiness is necessary. Debates have been

waged in the literature as to what constitutes trustworthiness (Leung, 2015).

Transferability. In qualitative research is synonymous generality or external

validity in quantitative research. It is established by providing readers with evidence

that the research study's findings could be applicable tooter contexts, situations,

times and populations (Lincoln, 2016). It address transferability in this study, the

inclusion about the data analysis documents used to give answer to the research

question in order to gain access to the possible inquiry was presented in the

Appendix.

Dependability. It refers to the consistency and reliability of the research

findings and the degree to which research procedures are documented. It allows
 39

someone outside the research to follow, audit and critique the research project

(Streubet, 2017).

Conformability. It refers to the objectivity of research during data collection

and data analysis. It indicates a means to demonstrate quality. Need ls to be

congruency between two or more independent person about the accuracy, relevance

or meaning of the data (Beck, 2105). In the study, conformability was done through

transcribing, member checking and triangulation. All participants were asked to

review the interview transcripts and add anything that might have been left out.

Validity of Instruments

To address the validity issues of the methods and design employed in the

study, experts were consulted. The use and conduct of concurrent parallel mixed

method design were consulted to an expert in the field. Adopted and modified

interview guide questions and survey questionnaires were checked and validated by

the experts.

Ethical Considerations

Research ethics deals with the moral principles that govern how researchers

should carry out their work. These principles are used to shape research regulations

agreed by groups such as universities governing bodies, communities or

governments. All researchers must follow any regulations that apply to their work.

Social Value. This study aimed to address the social problems pertaining to the

motivation of teacher’s self-assessment. This undertaking might also serve as basis

of the academe particularly the higher education institutions in the locality and other

similar entities to be informed on the status and experiences of the classroom

management as determined by the teachers self-assessment.

 40

Informed Consent. This is to let all participants become aware on the purpose and

objectives of the research study that they are going to involve. Written consent was

provided for them for the researcher to get an approval. An informed consent form

was secured because this served as the participants’ guide throughout the study.

After signing the informed consent form, the researcher started the conduct of

interview as well as the survey.

Vulnerability of the Research Participants. The vulnerability of the participants

was taken into consideration in this study. The researcher was careful in selecting

words when communicating with the participants. The interviews as well as the

conduct of survey questionnaire were done during the participants’ convenient time.

Also, in the study, the participants are less vulnerable as they are teachers who are

capable of thinking and making arbitrary decisions if they want to be part of the

study.

The Risks, Benefits and Safety. Physical risks were minimized in such a way that

comfortable room away from falling objects was used as an administering room of

the interview as well as on the survey questionnaire. Also, the participants were not

required to do strenuous physical work or undergo experiments which can harm the

general health of the participants.

Privacy and Confidentiality of Information. Participants in this study were not

forced to disclose information out of his willingness. In answering to the survey

questionnaire, writing their names may or may not appear in the survey and their

answers were dealt with confidentiality. Any information that potential identifies the

participants such as gender, ethnicity or employment/location description was

 41

carefully phrased to avoid violating this anonymity. Further, data collected was used

for the purpose of the study.

Justice. In the conduct of this study, justice prevailed in favor of the participants who

identified themselves. Since this study aimed to investigate on the classroom

management of teacher self-assessment, it is just rightful that they are part in this

study. In consideration to such, the researcher utilized universal sampling and

purposive sampling techniques.

Transparency. The study adhered to the principles of transparency by fully

informing the participants that the research focused on the classroom management

as determined by the teacher’s self-assessment in teaching experiences of the

teachers. Also, interviews, and results of the survey questionnaire was presented to

the individual participants for confirmation and the results of the research were

presented and shared to the participants. The result is also be accessible to the

individuals involved during the conduct of the study. They are free to meet the

researcher at the Records and Admission Office of the concerned institution to

monitor or check on the progress of the study.

 42

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