Page |1

CHAPTER I

The Problem and its Background

Introduction

Teachers are the foundation of the Sunday School. In the Bible, one of
the basic principles of being a Christian is to teach. In the book of Matthew,
Jesus said, “Go and make disciples of all nation baptizing them… and
teaching them to obey everything I have commanded you”. Teachers are
also one of the main “parts” of the “body” (Church) that was described in the
letter to the Corinthians. According to Deffinbaugh (2004), it was discussed
that teaching is one of the “Spiritual Gifts” that God gave to the Workers in
the Church.

The Sunday School has different characteristics and focus. The Sunday
School is divided by the age group of the students: beginners, primary,
middlers, juniors, teens, youth, young adults, and adults. According to
raisingchildren.net, The children in the age of 5-6 are building their social,
emotional, and thinking skills. They are fond to be playful, sensitive, curious,
talkative, attention-seeker, mischievous and loud. For this reason, many
teachers avoid teaching such age. The teachers move to higher levels that
are easily disciplined.

Although teachers are also human beings. They can also be burnout and
tired that is why they need assistants to help them. The research aims to
know the effects of insufficient workers in the Primary class of the Sunday
School Department. The assistant can help the teacher to ease the job. It
shows the importance of having assistants in the class especially in the
Primary class.
 Page |2

Statement of the Problem

The purpose of the study is to survey and examine about the effects of
insufficiency in the Primary Class of the Sunday School Department.
Specially, the study answered the following questions:
1. How does the Primary teacher manage the class on their own?

1.1 Teaching Strategy

1.2 Behavior of the Pupils

2. How does the Primary teacher manage the class with an assistant?

1.3 Teaching Strategy

1.4 Behavior of the Pupils

3. How does teaching on their own affect the connection between the
Primary teacher and the following?

3.1 Primary Pupils

3.2 The Parents of the Pupils

4. How does teaching with an assistant affect the connection between the
Primary teacher and the following?

4.1 Primary Pupils

4.2 The Parents of the Pupils

 Page |3

Significance of the Research

The study on the effects of insufficient workers in the Primary Class of the
Sunday School Department will benefit the following:

Sunday School Teachers. The result of the proposed study will provide
teachers the knowledge of the importance of assistants in handling the class.
It will serve as a realization that assistants are important.

The Sunday School Superintendent. The result of the study will provide
evaluation of the efficiency of the teacher. It will provide information if the
Sunday School lacks workers to assist the teacher giving them an
opportunity to train individuals for the ministry.

The Board Members of the Church. The study will provide evaluation of
the effectivity of the Sunday School Department without assistants.

The Members of the Church. The result of the study will notify the
members of the church about the lack of workers in the Sunday School
Department. This will encourage members to join and train for the said
ministry.

The Future Researcher. The study provides information about the effects
of insufficient workers in the Primary Class in the Sunday School Department
that will set as their guide.

Scope and Delimitation

The study is focused on of the efficiency of Primary Sunday School

teachers without an assistant. It is limited only to twenty Primary Sunday
School Teachers from the Churches of Christ in Rizal that are currently in the
ministry. The study will examine the effectiveness of a teacher managing the
class.
 Page |4

Definition of Terms

Teacher. A person or thing that teaches something; especially: a person

whose job is to teach students about certain subjects. (Merriam-Webster)

Assistant. A person who helps someone; especially: a person whose job is

to help another person to do work. (Merriam-Webster)

Ministry. From the Greek word – διάκονος (diakonos), meaning a waiter,

servant; then of any one who performs any service, an administrator. (Bible
Concordance & Strongs)

Sunday School. A school held on Sunday for religious education; also: the
teacher and pupils of such a school. (Merriam-Webster)

Burnout. The condition of someone who has become very physically and
emotionally tired after doing a difficult job for a long time. (Merriam-
Webster)

Relationship. The way in which two or more people or things are

connected. (Merriam-Webster)
 Page |5

CHAPTER II

Methods and Procedures

Research Design

The researches chose a descriptive method which is a survey research for

it provides the information on events and behavior as they relate to another.

The survey research is one in which a group of people or items is studied

by collecting and analyzing data from a sample of a population. The data
gathered directly from the respondents are statistically treated to infer with
accuracy how the large group or the population would respond. The findings
are then generalized to the population represented by the respondents.

Sampling Procedure for Choosing the Respondents

A purposive sampling procedure was used for selecting participants in the

study. The technique was implied because there was no great interest in
drawing inferences from the sample to the population. The researcher
chooses the sample based on who the researcher thinks is appropriate for
the study. This was achieved by contacting and meeting with various
educators of the Primary level in the Christian Education departments of
Rizal province to distribute questionnaires for the survey. The questionnaires
are then collected by the following weeks and ready to be analyzed.
 Page |6

Instruments and Techniques for Data Gathering

The researcher designed a survey as one of the data collection instrument

for the study. The Primary level Christian Educators were given a
questionnaire containing inquiries aimed at gathering relevant information
concerning the insufficiency of workers in the Primary Sunday School
Department of Rizal. Questions relating to the behavior of pupils,
relationship of the teacher to both parents and pupils, and noticeable effects
of addition workers.

The questionnaire has three sections:

Section A. The personal data of the respondents. (e.g. Name & Church)
Section B. The questions in the context of not having an assistant in the
Primary Sunday School.
Section C. The question in the context of having an assistant in the Primary
Sunday School.
 Page |7

Statistical Treatment of Data

To interpret data collected from the sample of the population effectively,

the researcher will employ the Frequency and Percentage method. The
response options are collected and converted into percentage using this
formula:

Frequency and Percentage

Frequency Percentage
Never 0 0%
Seldom 1 5%
Sometimes 5 25%
Often 8 40%
Always 4 20%

(F/ NR) *100 = P

Where: F = Frequency of answers

NR = Number of Respondents
P = Percentage

The Frequency and Percentage method is a display of data that specifies

the percentage of observations that exist for each data point or grouping
data points. It is a particularly useful in expressing the relative frequency of
survey responses and other data. And is, therefore, the most logical and
efficient method to use in this survey.

Mean. It was used to determine the profile of the respondents. It was

also used to describe the perception of the respondents as regard on the
effects of insufficient workers in the Primary class of the Sunday School
Department.
 Page |8

Chapter III
Presentation, Analysis and Interpretation of Data

How does the Primary teacher manage their class on their own?

Table 1
I can teach the class while they are listening attentively
(Teaching Strategy)

Frequency Percentage
Never 0 0%
Seldom 0 0%
Sometimes 7 35%
Often 9 45%
Always 4 20%

Table 1 shows that without an assistant, none of the respondents had

large difficulty in getting the attention of the pupils. 35% or 7 of the
respondents experienced difficulty in the attentiveness of the class
sometimes while 45% or 9 of the respondents can often make their pupils
attentive while the respondent is teaching. It is noticeable, though, that only
20% or 4 of the respondents can always teach their pupils while they are
listening attentively. The results are based on the respondents’ experiences
and not on speculation or what they believe or think and should therefore be
reliable. It is also interesting to note that most of respondents who answered
the questionnaire are experienced enough to begin with that they can get
the attention of students on their own. The teaching strategy of the
respondents were effective enough that the pupils listen attentively. Even
without an assistant, the respondent’s teaching strategies, to some extent,
were enough get the attention of pupils.
 Page |9

Table 2
I can make them finish their craft and activities (Teaching
Strategy)
Frequency Percentage
Never 0 0%
Seldom 1 5%
Sometimes 5 25%
Often 8 40%
Always 6 30%

Table 2 shows that without an assistant, only 5% or 1 respondent found

it difficult to make the pupils finish the crafts and activities. It is to be noted
that may be a result of poor explanation on how the craft should be created
or the activity should be answered. Meanwhile, slightly more respondents
(i.e. 5 or 25%) can sometimes make the pupils finish the crafts and
activities. On the other hand, a big number (i.e. 8 or 40%) of the
respondents are often able to make the pupils finish the crafts and activities
and 30% or 6 of the respondents can do it always. These respondents may
have explained the crafts and activities better. The respondents, to some
extent, were able to guide the pupils in finishing their crafts and activity.
 P a g e | 10

Table 3
I can make them behave properly (Behavior of the Pupils)

Frequency Percentage
Never 0 0%
Seldom 2 10%
Sometimes 4 20%
Often 12 60%
Always 2 10%

Table 3 shows that without an assistant, there are a few (i.e. 2 or 10%)
respondents who, most of the time, find it difficult to make their students
behave properly. Meanwhile, a slightly bigger part of the population (i.e. 4 or
20%) can sometimes get the pupils to behave properly. On the other hand,
most (i.e. 12 or 60%) of the respondents are often able to cope and make
their students behave properly and 10% or 2 of the respondents can do it
always. As a result most of the respondents have properly disciplined the
pupils making the pupils behave properly.
 P a g e | 11

How does the Primary teacher manage the class with an

assistant?

Table 4
I can teach the class while they are listening attentively
(Teaching Strategy)

Frequency Percentage
Never 0 0%
Seldom 0 0%
Sometimes 3 15%
Often 6 30%
Always 11 55%

Table 4 shows that with an assistant, a larger number (i.e. 11 or 55%)

of the respondents have improved. A lot more of the respondents have
improved their teaching strategy since having an assistant. There is also
improvement in the number (i.e. 6 or 30%) of respondents that can often
teach the class while the pupils listen attentively. Although a few number
(i.e. 3 or 15%) of the respondents can only make the class listen attentively
sometimes, it is most noticeable that having an assistant can gradually help
the respondent to teach. They may be switch in teaching time to time, or the
assistant may closely guide the pupils into listening attentively. With an
assistant, the respondent’s teaching strategies became more effective in
getting the attention of the pupils.
 P a g e | 12

Table 5
I can make them finish their crafts and activities (Teaching
Strategy)
Frequency Percentage
Never 0 0%
Seldom 0 0%
Sometimes 2 10%
Often 4 20%
Always 14 70%

Table 5 shows that with an assistant, none of the respondents had

difficulties in making the pupils finish crafts and activities. The big number
(i.e. 14 or 70%) of respondents can make the pupils finish the crafts and
activities always. A few number (i.e. 4 or 20%) of the respondents can often
make the pupils finish their crafts and activities This may be achieved by
proper instructions from both the teacher and the assistant and also by the
proper guidance of both teacher and assistant. Although 10% or 2 of the
respondents can make the pupils finish the crafts and activities sometimes,
it is more noticeable that a large number (i.e. 14 or 70%) of the
respondents can make their pupils finish the crafts always. With an
assistant, the respondent’s teaching strategies became more effective in
guiding the pupils in finishing their crafts and activities.
 P a g e | 13

Table 6

I can make them behave properly (Behavior of the Pupils)

Frequency Percentage
Never 0 0%
Seldom 0 0%
Sometimes 4 20%
Often 7 35%
Always 9 45%

Table 6 shows that with an assistant, none of the respondents had

difficulties in disciplining the behavior of the pupils. Most (i.e. 9 or 45%)
of the respondents always has control over the behavior of the class. A
slightly fewer number (i.e. 7 or 35%) of the respondents often has
control over the behavior of the class. Although there is a few number
(i.e. 4 or 20%) of the respondents that sometimes have trouble in
controlling the pupils. With an assistant, the respondents can make the
pupils behave properly.
 P a g e | 14

How does teaching on their own affect the connection between

the Primary teacher and the following?

Table 7
I can talk to my pupils and connect with them (Primary Pupils)
Frequency Percentage
Never 0 0%
Seldom 0 0%
Sometimes 1 5%
Often 10 50%
Always 9 45%

Table 7 shows that without an assistant, none of the respondents had

difficulty in creating relationship and connecting with the pupils. An
increased number (i.e. 9 or 45%) of the respondents have relationships with
the pupils. A slightly higher number (i.e. 10 or 50%) of the respondents
often have connection with the pupils. 5% or 1 of the respondents
sometimes connect with the pupils. The respondent may be aloof in
relationship building or the other way around. Most of the respondents, to
some extent, were approachable, sociable and eager to build a relationship
with the pupils. The respondent alone, can have a good relationship and
connection with the pupils.
 P a g e | 15

Table 8
I can talk with my pupil’s parents and connect with them (The
Parents of the Pupils)
Frequency Percentage
Never 0 0%
Seldom 4 20%
Sometimes 8 40%
Often 5 25%
Always 3 15%

Table 8 shows that without an assistant, there are respondents (i.e. 4

or 20%) having difficulties in building relationships and connection with the
parents of the pupils. The respondents may be withdrawn in communicating
with parents which may result into lack of guidance of the pupils at home.
On the other hand, a bigger number (i.e. 8 or 40%) of the respondents can
sometimes connect with the parents of the pupils. A few number (i.e. 5 or
25%) of the respondents often have connection with parents of the pupil. A
fewer number of the respondents can connect with the parents of the pupils
often and a much lesser number (i.e. 3 or 15%) of the respondents can
connect with the parents always. Most of the respondents may be reserved
with the parents of the pupils. The respondents may be more familiar with
the pupils than of the parents. The relationship and connection among the
respondents and the parents of the pupils was distant.
 P a g e | 16

How does teaching with an assistant affect the connection

between the Primary teacher and the following?

Table 9
I can talk to my pupils and connect with them (Primary Pupils)
Frequency Percentage
Never 0 0%
Seldom 0 0%
Sometimes 0 0%
Often 6 30%
Always 14 70%

Table 9 shows that with an assistant, 30% or 6 of respondents can often

connect with pupils. While, 70% or 14 of the respondents connect with
pupils all the time. The percentage of teachers that can connect with their
pupils has suddenly increased due to the introduction of an assistant. The
respondents with an assistant have a better relationship and connection with
the pupils.
 P a g e | 17

Table 10
I can talk with my pupil’s parents and connect with them (The
Parents of the Pupils)
Frequency Percentage
Never 0 0%
Seldom 4 20%
Sometimes 6 30%
Often 6 30%
Always 4 20%

Table 10 shows that with an assistant, 20% or 4 of respondents rarely

connect with the parents of the pupils. 30% or 6 of the respondents can
sometimes connect with the parents of the pupils and 30% or 6 of
respondents can often do it. While 20% or 4 of respondents can always
connect with the parents of the pupils. The gradual increase in
percentage shows that having an assistant, although not a lot, helps the
teachers in the context of being able to connect with the parents. The
relationship among the respondent and the pupil’s parents were better.
 P a g e | 18

CHAPTER IV

Summary, Conclusions and Recommendations

Summary

The purpose of this study is to know the effects of insufficient workers in

the Primary class of the Sunday School Department. In this research, a
qualitative study is used to complete the needed information for the study.
The researcher conducted a survey with questions relating to the behavior of
pupils, relationship of the teacher to both parents and pupils, and noticeable
effects of addition workers.

A purposive sampling procedure was used for the study. The procedure
involves the selection of persons in the desired population because there
was no great interest in drawing inferences from the sample to the
population. The respondents are educators of the Primary level in the
Christian Education departments of Rizal province.

Based on the gathered data, the following findings were summarized:

Even without an assistant, the respondent’s teaching strategies, to

some extent, were enough to get the attention of pupils and can guide the
pupils in finishing their crafts and activities. Although, when it comes to the
behavior of the pupils, fewer of the respondents were able to handle the
class.

With an assistant, the respondent’s teaching strategies became more

effective in both getting the attention of the pupils and can guide the pupils
in finishing their crafts and activities. The number also increased among the
respondents when it comes to the behavior of the pupils.

The respondents alone, can have a good relationship and connection

with the pupils. On the other hand, the relationship and connection among
the respondents and the parents of the pupils were distant.
 P a g e | 19

The respondents with an assistant have a better relationship and

connection with the pupils. Also, it is most noticeable that the relationship
among the respondent and the pupil’s parents were better.

Conclusions

Based on the foregoing findings, the sufficiency of workers can affect

the spiritual growth of Primary students of the Sunday School Department.
The teacher may be able to work and teach the class, but it is important that
the teaching is effective, and it can impact the pupils’ life.

In this study, it has been proven that although the present workers
are managing their situations and are able to handle their respective classes,
having additional workers would vastly improve the level of Christian
Education of the pupils. Not only it improved both teaching strategy and
disciplining the pupils, but it also improved both relationship of the teacher
to the pupils and the pupils’ parents.

It is important in the Sunday School that we teach the pupils in the most
efficient and understandable way. If a teacher has trouble in teaching and
disciplining the pupils, an assistant will help among these difficulties. Alike
apostle Paul in his journey, Paul had someone with him to help him out.
 P a g e | 20

Recommendations

Based on the findings and conclusions, the researcher hereby presents

the following recommendations:

1. The members of the church including the officers, board members and
church ministers, the Sunday School teachers, and the students must
show more support on the Sunday School Department of the church.
The Sunday School Department needs more assistants to retain the
effectiveness of the lessons.
2. The Sunday School teacher must accept help from an assistant. Not
only can it lessen the work load of the teacher but can also help in
building relationship amongst pupils and the pupil’s parents.
3. The Sunday School Department must encourage more potential
teachers and assistants to join the ministry in the Sunday School in
order to attain effectual teaching amongst different ages.
 P a g e | 21

Name:
Church:

Teacher with no assistant

1. I can teach the class while they are listening attentively.
 Never
 Seldom
 Sometimes
 Often
 Always
2. I can make them behave properly.
 Never
 Seldom
 Sometimes
 Often
 Always
3. I can make them finish their craft and activities.
 Never
 Seldom
 Sometimes
 Often
 Always
4. I can talk with my pupils and connect with them
 Never
 Seldom
 Sometimes
 Often
 Always
5. I can talk with my pupil’s parents and connect with them
 Never
 Seldom
 Sometimes
 Often
 Always
 P a g e | 22

Teacher with an assistant

6. I can teach the class while they are listening attentively.
 Never
 Seldom
 Sometimes
 Often
 Always
7. I can make them behave properly.
 Never
 Seldom
 Sometimes
 Often
 Always
8. I can make them finish their craft and activities.
 Never
 Seldom
 Sometimes
 Often
 Always
9. I can talk with my pupils and connect with them
 Never
 Seldom
 Sometimes
 Often
 Always
10. I can talk with my pupil’s parents and connect with them
 Never
 Seldom
 Sometimes
 Often
 Always
 P a g e | 23

Bibliography

Matthew 28:19-20 New International Version

1 Corinthians 11:28-29 New International Version

Deffinbaugh, R.L. (2004, May 26). The measure of the New Testament
Church: spiritual gifts. Https://bible.org/seriespage/6-spiritual-gifts-1-
Corinthians-121-11

5-6 Years: child development.

m.raisingchildren.net.au/articles/child_development_5-6_years.html

Merriam-Webster Inc., Dictionary – Merriam-Webster (4.1.1) [Mobile

application software]. Retrieved from https://play.google.com

Igor Apps, Bible Concordance & Strongs (1.0.6) [Mobile application

software]. Retrieved from https://play.google.com

Ward, T. (2001). The Teaching-learning Process. In Anthony, M.J. (ed.),

Introduction in Christian Education (pp.118-120) USA: Baker Academics

Towns E.L. (2001). What every Sunday School teacher should know.
California, USA: Regal Books, pp.17. Retrieved from
www.books.google.com.ph/books

Johnson, K. (2006 January/February). Volunteer101. Children’s Ministry,

pp.75-80

Cartmill, C. (2005, September/October). Moving on up. Children’s

Ministry, pp. 71-76
 P a g e | 24

Curriculum Vitae

Personal Data

Name: Angelina Beatriz B. Claveria

Date of Birth: March 29, 1997
Place of Birth: Pasay City
Citizenship: Filipino
Civil Status: Single

Educational Background

Tertiary: Manila Bible Seminary (2015 – present)

Lyceum of the Philippines University (2014 – 2015)

Secondary: Child Jesus Montesorri School (2013 – 2014)

Holy Child of Parada Montesorri School (2012 – 2013)

Great Christian Academy (2010 – 2012)

Elementary: Cavite Sto. Niño School (2003 – 2010)

Work Experience

Church of Christ at Village East (2016 – 2017)

San Isidro Church of Christ (2017 – 2018)