Chapter 1

SELF-MANAGEMENT SKILLS AND TEACHING PRACTICES OF PUBLIC
SECONDARY SCHOOL TEACHERS
A Thesis Presented
to the Faculty of the Graduate
School SPA COLLEGE INC.
Magaslong. Datu Piang, Maguindanao
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in School Administration and Supervision
HEIDI D. RABOTAN
March 2017
APPROVAL SHEET
This thesis entitled "SELF-MANAGEMENT SKILLS AND TEACHING
PRACTICES OF PUBLIC SECONDARY SCHOOLS" prepared and submitted by Heidi
D. Rabotan in partial fulfillment of the requirements for the degree leading to Master of Arts
in Educational, has been examined and recommended for approval and acceptance for oral
examination.
CLARENCE S. PILLERIN, Ed.D.

Adviser
Comprehensive Exam: PASSED
_____________________________________________
Approved by the Panel of Examiners on Oral Examination with a grade of ______.
PANEL OF EXAMINERS
SOLAIMAN SANDIGAN, Ed. D.
Chairman
NORA N. NERPIOL, Ed. D. TITO M. ENDRINA, Ph. D.
Member Member
SUMAIL A. KASAN, Ph. D., P.A.
Member
Accepted and approved as partial fulfillment of the requirements for the degree,
Master of Arts in Education major in School Administration and Supervision.
RAIDA S. SANDIGAN, Ph. D.
Director, Graduate Studies

CHAPTER 1
THE PROBLEM AND ITS SETTING
Background of the Study
Teachers' beliefs, practices and attitudes are important for understanding and
improving educational processes. They are closely linked to teachers' strategies for coping
with challenges in their daily professional life and to their general well-being, and they shape
students' learning environment and influence student motivation and achievement.
Furthermore, they can be expected to mediate the effects of job-related policies, such as
changes in curricula for teachers' initial education or professional development on student
learning.
Good instruction is not determined just by the teacher's background, beliefs and
attitudes; it should also be responsive to students' needs and various student, classroom and
school background factors. For example studies on aptitude-treatment interactions suggest
that students with low intellectual abilities profit more from structured, teacher-centered
instruction, while students with high intellectual abilities may gain more from less structured
and more complex instruction (Snow and Lohman, 2004).
Teachers do not act only in the classroom where they instruct students more or less in
isolation from other classes and teachers. A modern view of teaching also includes
professional activities on the school level, such as cooperating in teams, building professional
learning communities, participating in school development, and evaluating and changing
working conditions (Darling Hammond et al. 2005). These activities shape the learning
environment on the school level, the school climate, ethos and culture, and thus directly and
indirectly, via classroom-level processes, affect student learning.

The public school system of the United States urges the school teachers to focus on
the self-management skills in order to function effectively in a changing education
environment. The increasing changes and demands placed on education institutions in the
21st century have impacted on the roles and responsibilities of academic leaders for years
(Du Toit, 2007).
The emphasis on the self-managerial role of the school teachers has led to a renewed
interest in the managerial competencies and values that school teachers need to develop,
display and practice at work. However, in spite of their management roles, little is done to
help prepare them as there is few training programs exist within the department of education
to equip the school teachers with the required managerial competencies since some teachers
emerge from lower ranks or who have been in the discipline for long enough and in most
circumstances were appointed (Hecht, 2004).
Locally, although teachers know their schools inside out but the knowledge one needs
as a teacher is more complex and invites several additional management competencies that
are needed to function as a manager, in addition to performing other tasks attached to the
position.
As teachers assume more professional responsibilities, the ability to manage
relationships becomes more important that they to need to intensify their self-management
skill in creating a positing teaching practices.
This prompts the researches to conduct a research on the topic on self-management
skills and teaching practices of public secondary school teachers so as to determine their
relationship. This study seemed vital in order for the teachers to cope with the immense task
as 21st century teacher.

Statement of the Problem
This study aimed to find out the significant relationship between self-management
skills and teaching practices of secondary school teachers in Hagonoy District. Specifically, it
sought to find the answer of the following questions:
1. To what extent is the self-management skills of secondary school teachers in terms of:
1.1. curriculum, planning and assessment;
1.2. teaching all students;
1.3. family and community engagement; and
1.4. professional culture?
2. To what extent is the teaching practices of secondary school teachers in terms of:
1.
2.
2.1. professionalism;
2.2. disposition;
2.3. classroom environment;
2.4. classroom management;
2.5. planning instruction; and
2.6. assessment?
3. Is there a significant relationship between self-management skills and teaching practices
of public secondary school teachers?
Hypothesis
The lone null hypothesis was tested at 0.05 level of significance stated that there is no
significant relationship between self-management skills and teaching practices of public
secondary school teachers

Theoretical Framework
Anderman & Wolters. (2006) pronounced that self-management skills requires
winning strategies so teachers may acquire skills and practices in teaching that is beneficial
and valuable in their teaching pedagogy.
According to Yielder and Codling (2004), self-management is closely integrated to
the teaching practices of teachers. They are of the opinion that both the self-management
skills and the teaching practices of teachers require aspects of leadership, which in this sense
cannot be written into a job description as a function.
Shown in Figure 1 is the conceptual framework of the study. It further shows that the
independent variable is self-management skills, which includes the following indicators:
curriculum, planning and assessment, teaching all students, family and community
engagement, and professional culture. Whereas, the dependent variable in this study is
teaching practices, which include the following indicators: professionalism, disposition,
classroom environment, classroom management, planning instruction, and assessment.

INDEPENDENT VARIABLE DEPENDENT
VARIABLE
SELF – MANAGEMENT TEACHING PRACTICES

SKILLS
 Professionalism
 Curriculum, Planning and  Disposition
Assessment  Classroom Environment
 Teaching All Students  Classroom Management
 Family and Community  Planning Instruction
Engagement  Assessment
 Professional Culture
Figure 1. Conceptual Framework of the Study

Significance of the Study
The findings of this study would be beneficial to the following;
DepEd and School Administrator. This study is useful to the administration as it
provides data by which can be their basis for making future programs for making plan in the
future.
Teachers. This could be a springboard towards a productive and meaningful practice
of their profession. Teaching practices should also be included in their individual program for
professional development (IPPD).
Future Researchers. This would challenge future researchers to explore on the same
topic to either replicate the study using other research methodologies and substantial
sampling population to validate the results of the study.
Definition of Terms
The following terms were used for the convenience of this study.
Self-Management Skills. This refers to the ability of an individual to regulate their
emotions and resulting behaviors in ways that society considers acceptable, which includes
curriculum, planning and assessment, teaching all students, family and community
engagements, and professional culture.
Teaching Practices. This refers to the teacher's performance towards teaching
strategies, classroom performance, and evaluation of students' performance, which includes
professionalism, disposition, classroom environment, classroom management, planning
instruction, and assessment.

CHAPTER 3
Methods
Discussed in this chapter are the research design, the research subjects, the research
instrument, the research procedure in gathering of the data and the statistical treatment of data
that will be used in the conduct of the study.
Research Design
This study employed descriptive-correlational method to determine the significant
relationship between self-management skills and teaching practices of public secondary
school teachers. Descriptive-correlational method of research according to Salomon (2000) is
used to look for relationships between variables. Conducting surveys, directly observing
behaviors, or compiling research from earlier studies, are some of the methods used to gather
data for correlational research. While this type of study can help determine if two variables
have a relationship, it does not allow researchers to determine if one variable causes changes
in another variable.
It is in this context that the researcher seeks to find out the relationship that exists
between self-management skills and teaching practices of public secondary school teachers.
Research Participants
The respondents of the investigation were all public secondary school teachers of
Hagonoy District, Division of Davao del Sur. Since this study assessed the self-management
skills and teaching practices of public secondary school teachers, the point of reference in
selecting the respondents was the number of teachers per school. The total numbers of
respondents are 102 teachers from 3 public secondary schools.

The study was conducted during the second semester of school year 2016 - 2017. The
researcher personally administered the research instrument to the respondents to ensure 100
percent retrieval of the questionnaire.
Research Instruments
This study utilized a modified questionnaire adopted from The National Research
Council (2002) for the self-management of teachers and from Giorgia Regent University,
Professional Development School which will measure the teaching practices of secondary
school teachers.
The first draft of the questionnaire was submitted to the research adviser for
comments, suggestions, and recommendations to improve its presentation. The final revision
was made by incorporating the corrections, comments, and suggestions given by the experts
before it will be made ready for administration. Each of the items in the questionnaire was
carefully selected and the whole content of the instrument will be submitted to the experts for
scrutiny and so as to establish the reliability and the validity of research instrument. This
procedure somehow established the validity of the questionnaire.
The five-point Likert Scale was used in this study.
Level Descriptive Interpretation
Equivalent
5 Very High This indicates that the provisions relating to the self-
management skill and teaching practices of public
secondary school teachers embodied in the item is
very well practiced and is very much evident or
always observed and occurring at all times.

4 High This indicates that the provisions relating to the self-
well practiced and is relatively evident.
3 Moderate This indicates that the provisions relating to the self-
moderately practiced and is often felt or observed.
2 Low This indicates that the provisions relating to the self-
seldom practiced and is not so much evident or
observed.
1 Very Low This indicates that the provisions relating to the self-
not practiced or rarely present or non-existent

Data Gathering Procedure
The necessary data were gathered through the following procedures:
The researcher asked permission from the office of the Schools Division
Superintendent of the Division of Davao del Sur to conduct a survey to the 102 public
secondary school teachers in Hagonoy District.
A letter was sent to the District Supervisor asking permission to conduct study his
schools. This was done to avoid disruption of classes during the conduct of the survey.
Similar letter was also sent to the public school heads of the participating secondary
school to facilitate the flow of the conduct of study. Upon the approval, the researcher
personally distributed and administered the research instrument to the respondents to insure
100 percent retrieval of the questionnaire.
The data gathered were tallied, tabulated, analyzed and interpreted confidentially and
accordingly using the appropriate statistical tools.
Statistical Treatment
The following statistical tools were used in the conduct of this study.
Mean. This was used to determine the level of self-management skills and teaching
practices of public secondary school teachers.
Pearson Product Moment Correlation of Coefficient. This statistical tool was used to
determine the significant relationship between self-management skills and teaching practices
of public secondary school teachers.

CHAPTER 4
Presentation and Analysis of Data
Presented in this chapter are the findings, analysis and interpretation of the data
gathered out of the research instruments used in this study concerning the significant
relationship between self-management skills and teaching practices of public secondary
school teachers.
Level of Self-Management Skills

in terms of Curriculum, Planning and Assessment
Table 1 shows the level of self-management skills of public secondary school teachers
in terms of curriculum, planning and assessment. It is found out that the respondents obtained
an overall mean score of 4.07 which is equivalent to high.
For item provides interesting activities that help us easily understand the lessons has a
mean score of 4.13, presents the lessons in the easiest ways and asks questions that are easy
to answer got a mean score of 4.10 which is equivalent to high; gives quizzes to measure our
understanding of the lesson has a mean score of 4.09 or is described as high. Moreover, for
the item simplify the presentation of the lessons when we don't understand them, got a mean
score of 4.04, which is equivalent to high; and, in the items calls our attention including our
parents and gives comment for improvement of our learning, got a mean score of 4.01, which
is described as high.
Table 1
Level of Self-Management Skills of Public Secondary School Teachers in terms of
Curriculum, Planning and Assessment
No. CURRICULUM, PLANNING AND Mean Descriptive
ASSESSMENT Equivalent
The teacher…
1 provides interesting activities that help us easily 4.13 High
understand the lessons.
2 presents the lessons in the easiest ways and asks 4.10 High
questions that are easy to answer.
3 gives quizzes to measure our understanding of the 4.09 High
lesson.
4 simplify the presentation of the lessons when we 4.04 High
don't understand them.
5 calls our attention including our parents and gives 4.01 High
comment for improvement of our learning.
TOTAL 4.07 HIGH

Data imply that the self-management of public secondary school teachers in terms of
curriculum, planning and assessment is well practiced and is relatively evident.
Findings is congruent to the pronouncements of Thomas (2009), who posited that a
teacher should have to demonstrates expert knowledge of the developmental levels of the
students in this grade or subject more generally and uses this knowledge to differentiate and
expand learning experiences that enable all students to make significant progress toward
meeting stated outcomes. He elaborated further that a teacher should have also to develop
well-structured and highly engaging lessons with challenging, measurable learning objectives
and appropriate student engagement strategies, pacing, sequence, activities, materials,
resources, technologies, and grouping to attend to every student's needs.

in terms of Teaching All Students
in terms of teaching all students. It is found out that the respondents obtained an overall mean
score of 4.14 which is equivalent to high.
For item uses realistic situations in presentation of the lessons has a mean score of
4.22, uses realistic situations in presentation of the lessons got a mean score of 4.19 which is
equivalent to high; respects our individual differences has a mean score of 4.16 or is
described as high; for the item

Table 2
Teaching All Students
No. TEACHING ALL STUDENTS Mean Descriptive
The teacher… Equivalent
1 uses realistic situations in presentation of the 4.22 High
lessons
2 maintains a safe learning environment. 4.19 High
3 respects our individual differences. 4.16 High
4 provides learning resources and materials for all of 4.12 High
us
5 has always a high expectation from our work and 4.11 High
guides us towards achieving good grades.
TOTAL 4.14 High

provides learning resources and materials for all of us, got a mean score of 4.12, which is
equivalent to high; and, in the items has always a high expectation from our work and guides
us towards achieving good grades, got a mean score of 4.11, which is described as high. Data
imply that the self-management of public secondary school teachers in terms of teaching all
students is well practiced and is relatively evident.
According to Collins (2009), teacher consistently defines high expectations for the
quality of student work and the perseverance and effort required to produce high quality
work; provides exemplars, rubrics, and guided practice. Further, one should consistently use
instructional practices that will motivate and engage most students both during the lesson and
during independent work and homework. Also, he should use a varied repertoire of
"proficient" level practices to create structured opportunities for each student to meet or
exceed state standards/local curriculum and behavioral expectations.

in terms of Family and Community Engagement
in terms of family and community engagement. It is found out that the respondents obtained
an overall mean score of 4.15 which is equivalent to high.
For item is a partner of our parents in helping us learn has a mean score of 4,19,
encourages our parents to regularly visit our school got a mean score of 4.17 which is
equivalent to high works together with our parents for support of

Table 3
Level of Self-Management Skills of Public Secondary School Teachers in terms of Family
and Community Engagement
No. FAMILY AND COMMUNITY ENGAGEMENT Mean Descriptive
1 is a partner of our parents in helping us learn. 4.19 High
2 encourages our parents to regularly visit our school. 4.17 High
3 works together with our parents for support of our 4.14 High
learning.
4 is always communicating with our parents and 4.14 High
update them regarding our grades.
5 welcomes our parents to become active participants 4.12 High
in the classroom and in the community.
TOTAL 4.15 High

our learning has a mean score of 4.14 or is described as high, for the item is always
communicating with our parents and update them regarding our grades; got a mean score of
4.14, which is equivalent to high; and, in the items welcomes our parents to become active
participants in the classroom and in the community. got a mean score of 4.12, which is
described as high.
teaching all students is well practiced and is relatively evident.
Relative to the findings is the statement that says a good teacher uses rituals, routines,
and proactive strategies that create and maintain a safe physical and intellectual environment
where students take academic risks and play an active role, individually and collectively, in
preventing behaviors that interfere with learning (Frankle, 2008). He further added that
teaches, develops and reinforces interpersonal, group, and communication skills so that
students seek out their peers as resources. One should successfully engage families and
supports their active participation in the school community and/or classroom.
Huntington (2005) posited that a teacher should have to successfully convey to most
parents student learning and behavior expectations. Successfully prompts most families to use
one or more of the strategies suggested for supporting learning at school and home, including
students with disabilities or limited English proficiency and seeks out evidence of their
impact.

in terms of Professional Culture
in terms of professional culture. It is found out that the respondents obtained an overall mean

For item is always in proper school uniform and looks neat has a mean score of 4.22;
sets as a good role model by being a good example to us got a mean score of 4.21 which is
equivalent to high; works together with other teachers on a many different tasks has a mean
score of 4.18 or is described as high; for the item is always actively participating in most of
the school activities, got a mean score of 4.16, which is equivalent to high; and, in the item is
a friend of all teachers in our school, got a mean score of 4.12, which is described as high.
teaching all students is well practiced and is relatively evident. The result is supported by
Thorn (2010), who said that a teacher should regularly reflects on the effectiveness of
lessons, units and interactions with students, both individually and with colleagues; and uses
and shares with colleagues, insights gained to improve practice and student learning. He
believed that a teacher promotes the learning and growth of all students through ethical,
culturally proficient, skilled, and collaborative practice. Additionally, he should individually
and with colleagues' builds capacity to propose and monitor challenging, measurable goals
based on thorough self-assessment and analysis of student learning data.

Table 4
Professional Culture
No. PROFESSIONAL CULTURE Mean Descriptive
1 is always in proper school uniform and looks neat. 4.22 High
2 sets as a good role model by being a good example 4.21 High
to us.
3 works together with other teachers on a many 4.18 High
different tasks.
4 is always actively participating in most of the 4.16 High
school activities.
5 is a friend of all teachers in our school. 4.12 High
TOTAL 4.18 High

In like manner, Cunnings (2011) believed that teacher consistently seeks out and
applies professional development and learning opportunities that improve practice and build
expertise of self and other educators in instruction and leadership. Support colleagues in
collaborating in areas such as developing standards-based units, examining student work,
analyzing student performance, and planning appropriate intervention.
Level of Teaching Practices

in terms of Professionalism
Table 5 shows the level of teaching practices of public secondary school teachers in
terms of professionalism. It is found out that the respondents obtained an overall mean score
of 4.18 which is equivalent to high.
For item establishes professional boundaries by maintaining appropriate student and
teacher relationships including cyberspace and social networking sites has a mean score of
4.23; models unbiased opinions political and otherwise and structures a democratic climate in
the classroom got a mean score of 4.21 which is equivalent to high; observes confidentiality
rules/guidelines and does not gossip or complain about students, teachers, and staff has a
mean score of 4.18 or is described as high; for the item dressed and groomed appropriately
and professionally, got a mean score of 4.15, which is equivalent to high; and, in the item
addresses administrators, teachers, parents, students, and all staff members with respect, got a
mean score of 4.12, which is described as high.

Table 5
Level of Teaching Practices of Public Secondary School Teachers in terms of
Professionalism
No. PROFESSIONALISM Mean Descriptive
1 establishes professional boundaries by maintaining 4.23 High
appropriate student and teacher relationships
including cyberspace and social networking sites.
2 models unbiased opinions political and otherwise 4.21 High
and structures a democratic climate in the
classroom.
3 observes confidentiality rules/guidelines and does 4.18 High
not gossip or complain about students, teachers, and
staff.
4 dressed and groomed appropriately and 4.15 High
professionally
5 addresses administrators, teachers, parents, students, 4.12 High
and all staff members with respect.
TOTAL 4.18 High

Data imply that the teaching practice of public secondary school teachers in terms of
professionalism are well practiced and is relatively evident.
Finding is relative to the statements that as a teacher, one should be aware of these
standards and follow them in their dealings with children, (Ho & Hau, 2004). There are some
important matters that teachers should observe and one of those is respect. According to
Brown (2004), teachers need to respect the privacy of students, their parents, and their
colleagues. When a teacher enters a school, Kozel (2007) said that, he is already a
professional Just as a lawyer or psychiatrist will not divulge a confidence, a teacher should
maintain the same standards for student confidentiality and privacy. What happens in school
stays in school, added Labone (2004).
Meanwhile, Tschannen-Moran (2001) said that it is important to maintain honesty
with colleagues and children. Children are perceptive and can spot a phony a mile away, thus
it is essential to be always be genuine. Aside from being honest, punctuality also counts.
Wheatley (2005), stressed that teachers should be punctual, be dependable, and dress
professionally.

in terms of Disposition
terms of disposition. It is found out that the respondents obtained an overall mean score of
4.15 which is equivalent to high.

Table 6
Level of Teaching Practices of Public Secondary School Teachers
in terms of Disposition
No. DISPOSITION Mean Descriptive
1 smiles and displays a positive warm caring attitude 4.17 High
toward students.
2 is empathetic, inclusive, and enthusiastic with 4.15 High
students
3 understands that developmentally appropriate 4.15 High
instructional, management, and discipline strategies
should be implemented according to student's
developmental age.
4 solicits input for improvement of teaching. 4.12 High
5 accepts suggestions for improvements. 4.12 High
TOTAL 4.18 High

For item smiles and displays a positive warm caring attitude toward students has a
mean score of 4.17; is empathetic, inclusive, and enthusiastic with students got a mean score
of 4.15 which is equivalent to high; understands that developmentally appropriate
instructional, management, and discipline strategies should be implemented according to
student's developmental age has a mean score of 4.15 or is described as high; for the item
solicits input for improvement of teaching, got a mean score of 4.12, which is equivalent to
high; and, in the item accepts suggestions for improvements students, and all staff members
with respect, got a mean score of 4.12, which is described as high.
professionalism are well practiced and is relatively evident.
The importance of supportive student-teacher relationships to improving student
motivation, learning, and achievement has been documented over the years (Davis, 2003). On
the other hand, Monroe & Obidah (2004) suggest that caring, or supportive, teachers create
qualitatively different classroom environments that feel warm, encourage student to behave in
social responsible ways, and emphasize learning over performing.

in terms of Classroom Environment
terms of classroom environment. It is found out that the respondents obtained an overall
mean score of 4.15 which is equivalent to high.

Table 7
Level of Teaching Practices of Public Secondary School Teachers in terms of Classroom
Environment
No. CLASSROOM ENVIRONMENT Mean Descriptive
1 organizes classroom for instruction. 4.19 High
2 post rules and consequences. 4.17 High
3 maintains classroom schedule but is adaptable and 4.16 High
flexible when necessary.
4 establishes a welcoming and warm environment. 4.13 High
5 creates an inviting space for students and teachers. 4.12 High
TOTAL 4.18 High

For item organizes classroom for instruction has a mean score of 4.19; post rules and
consequences got a mean score of 4.17 which is equivalent to high; maintains classroom
schedule but is adaptable and flexible when necessary has a mean score of 4.16 or is
described as high; for the item establishes a welcoming and warm environment got a mean
score of 4.13, which is equivalent to high; and, in the item creates an inviting space for
students and teachers, got a mean score of 4.12, which is described as high.
classroom environment are well practiced and is relatively evident.
According to Fraser (2002), classroom environment has been widespread across
nearly all sub specializations of educational psychology as researchers are interested in
relationships between environment constructs and multiple outcomes, including learning,
engagement, motivation, social relationships, and group dynamics.
According to Patrick & Kaplan (2007) many researchers are interested in
relationships between environment constructs and multiple outcomes, including learning,
engagement, motivation, social relationships, and group dynamics.

in terms of Classroom Management
terms of classroom management. It is found out that the respondents obtained an overall
mean score of 4.18 which is equivalent to high.

Table 8
Level of Teaching Practices of Public Secondary School Teachers in terms of Classroom
Management
No. CLASSROOM MANAGEMENT Mean Descriptive
1 uses low profile interventions; makes calm 4.21 High
reasonable requests of students to comply with rules
so as not to humiliate or embarrass students.
2 provides a positive affirming environment in 4.21 High
contrast to a negative threatening environment.
3 consistently states and refers to classroom rules, 4.18 High
procedures, and expectations.
4 encourages parental involvement and engages in 4.16 High
appropriate parent contact documenting each
contact on a log or other form.
5 uses instructional time efficiently without requiring 4.15 High
students to wait.
TOTAL 4.18 High

For item uses low profile interventions; makes calm reasonable requests of students to
comply with rules so as not to humiliate or embarrass students has a mean score of 4.21;
provides a positive affirming environment in contrast to a negative threatening environment
got a mean score of 4.21 which is equivalent to high; consistently states and refers to
classroom rules, procedures, and expectations has a mean score of 4.18 or is described as
high; for the item encourages parental involvement and engages in appropriate parent contact
documenting each contact on a log or other form got a mean score of 4.16, which is
equivalent to high; and, in the item uses instructional time efficiently without requiring
students to wait, got a mean score of 4.15, which is described as high.
classroom environment are well practiced and is relatively evident.
There are times when the real issue may not be the child but rather in the teaching
style of the classroom teacher, that is, having unrealistic expectations, being critical, or being
overly demanding. In such instances, help for the teacher can come in the form of classroom
management techniques (Carter & Doyle, 2006).
Meanwhile, Watson (2003) added that classroom management techniques are
strategies developed to help handle various problems and conflicts within a classroom. There
are many classroom techniques and modifications that should be tried before taking more
serious steps (Emmer & Gerwels, 2006).

in terms of Planning Instruction
terms of planning instruction. It is found out that the respondents obtained an overall mean

For item aligns lesson plans to student knowledge and demonstration of articulated
standards has a mean score of 4.13, incorporates creative ideas that engage all students got a
mean score of 4.11 which is equivalent to high posts and states purpose of essential
questions, uses appropriate activator, accesses prior knowledge, provides motivation, and
prompts further exploration during the lesson has a mean score of 4.09 or is described as
high, for the item reviews standards and Essential Questions and involves students during
summary of the lesson to determine if students can correctly answer or exhibits more
understanding or insight got a mean score of 4.07, which is equivalent to high; and, in the
item closes a lesson by clarifying objectives, reviewing, restating, and/or reinforcing key
points of the lesson, got a mean score of 4.05, which is described as high.
Data imply that the teaching practice of public elementary school teachers in terms of
planning instruction are well practiced and is relatively evident.
In order the students to achieve mastery in the competency taught, teachers need to
carefully plan the instruction. Best practice suggests an alternative: differentiated instruction.
Table 9
Level of Teaching Practices of Public Secondary School Teachers in terms of Planning
Instruction
No. PLANNING INSTRUCTION Mean Descriptive
1 aligns lesson plans to student knowledge and 4.13 High
demonstration of articulated standards.
2 incorporates creative ideas that engage all students. 4.11 High
3 posts and states purpose of essential questions, uses 4.09 High
appropriate activator, accesses prior knowledge,
provides motivation, and prompts further
exploration during the lesson.
4 reviews standards and Essential Questions and 4.07 High
involves students during summary of the lesson to
determine if students can correctly answer or
exhibits more understanding or insight.
5 closes a lesson by clarifying objectives, reviewing, 4.05 High
restating, and/or reinforcing key points of the
lesson.
TOTAL 4.09 High

Differentiated instruction according to Good (2006) is an approach that assumes there
is a diversity of learners in every classroom and that all of those learners can be reached if a
variety of methods and activities are used.
Carol Tomlinson (2000), a noted expert on differentiation, points out that research has
proven that students are more successful when they are taught based on their own readiness
levels, interests, and learning profiles. Keck & Kinney (2005) simply stated, differentiation is
modified instruction that helps students with diverse academic needs and learning styles
master the same challenging academic content.

in terms of Assessments
terms of assessments. It is found out that the respondents obtained an overall mean score of
4.06 which is equivalent to high.
For item uses assessments consistent with lesson objectives/essential
question/performance standards has a mean score of 4.11; uses and/or develops a variety of
formative and summative assessments including but not limited to authentic assessments
(real-world), performance based assessments, response devices, and rubrics got a mean score
of 4.08 which is equivalent to high provides regular, critical, and task specific feedback to
individual students has a mean score of 4.06 or is described as high; for the item records and
returns graded assignments in a timely manner got a mean score of 4.04, which is
Table 10
Level of Teaching Practices of Public Secondary School Teachers
in terms of Assessments
No. ASSESSMENTS Mean Descriptive
1 uses assessments consistent with lesson 4.11 High
objectives/essential question/performance standards
2 uses and/or develops a variety of formative and 4.08 High
summative assessments including but not limited to
authentic assessments (real-world), performance
based assessments, response devices, and rubrics.
3 provides regular, critical, and task specific feedback 4.06 High
to individual students.
4 records and returns graded assignments in a timely 4.04 High
manner.
5 provides teacher commentary on student 4.01 High
assignments.
TOTAL 4.06 High

equivalent to high; and, in the item provides teacher commentary on student assignments, got
a mean score of 4.01, which is described as high.
planning instruction are well practiced and is relatively evident.
Popham (2006) stressed that if assessments should benefit the child, then assessments
in preschool and primary-grade settings should be linked to learning experiences and
instruction. If they are to be fair for all children and authentic, they include all types of
strategies that provide a comprehensive picture of each child's progress and needs. The
teacher selects the assessment methods that are relevant to the information needed and uses
the results in planning for curriculum and instruction.
Meanwhile, according to Stiggins (2004) just as we need multiple assessment
strategies to assess young children, these assessment strategies should be used to report how
the child has developed and what has been learned. If the assessment system is
comprehensive, the method to report the child's progress should also be comprehensive and
provide many examples of how the child demonstrated growth and achievement.
Significance of the Relationship between Self-Management Skills

and Teaching Practices of Public Secondary School Teachers
Table 12 shows the computed r value of between the self-management skills and
teaching practices of public secondary school teachers. The computed r value is 0.134 which
is described as low positive correlation. It is also found out that the critical value of 0.195 is
greater than 0.05 level of significant. Hence, self - management skills is correlated with
teaching practices of public secondary school teachers. Thus, the hypothesis tested is
rejected.
Therefore, there is a significant relationship between self-management skills and
teaching practices of public secondary school teachers.
The result is congruent to the pronouncements of Anderman & Wolters, (2006) who
pronounced that self-management skills requires winning strategies so teachers may acquire
skills and practices in teaching that is beneficial and valuable in their teaching pedagogy.
On the other hand, According to Yielder and Codling (2004), self-management is
closely integrated to the teaching practices of teachers. They are of the opinion that both the
self-management skills and the teaching practices of teachers require aspects of leadership,
which in this sense cannot be written into a job description as a function.

Table 11
Significance of the Relationship between Self-Management Skills and Teaching
Practices of Public Secondary Schools
Variable r Value Critical Decision Interpretation
Value
Self-Management 0.134S 0.195 Reject Low Positive
Skills Correlation
Teaching
Practices
Level of Significance α = 0.05

CHAPTER 5
Conclusions and Recommendations
Presented in this chapter are the summary of findings based on the results of the
statistically treated data of data gathered through the questionnaire checklist, as well the
conclusions drawn and the recommendations for consideration.
The research method used in this study was descriptive-correlational method to
determine the significant relationship between self-management skills and teaching practices
of public secondary school teachers. The pertinent data for this study were gathered from
among the 106 teachers of the 3 public secondary schools of Hagonoy District, Division of
Davao del Sur. The study was conducted during the second semester of school year 2016-
2017.
The self-management skills of public secondary school teachers was high, for the
following indicators; curriculum, planning and assessment, teaching all students, family and
community engagement, and professional culture.
Moreover the teaching practices of public secondary school teachers was described as
high, as indicated by professionalism, disposition, classroom environment, classroom
management, planning instruction, and assessments.
Moreover the teaching practices of public secondary school teachers was described as
high, as indicated by professionalism, disposition, classroom environment, classroom
management, planning instruction, and assessments.
The computed r value of 0.1345 was found to be higher than the critical value of
0.195 @ 0.05 level of significance. Therefore, there was a significant relationship between
the self-management skills and teaching practices of public secondary school teachers in the
area covered by the study.
Conclusions
Based on the findings obtained in this study, the following conclusions were drawn:
The self-management skills of public secondary school teachers was high. And when
analyzed in terms of its indicators, it was also found to be high.
The teaching practices of public secondary school teachers was described as high.
And when analyzed in terms of its indicators, it was also found to be high.
There was a significant relationship between self-management skills and teaching
practices of public secondary schools.
Recommendations
In the light of the forgoing findings and conclusions of this study, the researcher
formulated the following recommendations for consideration:
The Department of Education officials should develop plans and conduct trainings
that could enhance the self-management skills since it affects the teaching practices of the
teachers.
The Department of Education, particularly the Division of Davao del Sur should use
the result of the study as it provides data by which can be their basis for making future
programs for making plan in the future.
This could be a springboard for teachers towards a productive and meaningful
practice of their profession. Teaching practices should also be included in their individual
program for professional development (IPPD).

A follow-up study on the topic under investigation exploring other indicators should
be conducted some other venues to ascertain consistencies or inconsistencies.

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APPENDIX A
RESEARCH INSTRUMENT
SELF-MANAGEMENT SKILLS AND TEACHING PRACTICES OF PUBLIC
SECONDARY SCHOOL TEACHERS
Questionnaire
Greetings!
This questionnaire evaluates the level of Self-Management Skill and Teaching
Practices of Public Secondary School Teachers. Kindly answer honestly every item of this
instrument. Check the appropriate box that best describes your honest evaluation as embodied
in every item of this questionnaire. For the description of your responses, use the following
scaling below.
Thank you and God Bless.
Level Descriptive Interpretation
Equivalent
5 Very High This indicates that the provisions relating to the self-
very well practiced and is very much evident or
always observed and occurring at all times.
4 High This indicates that the provisions relating to the self-
well practiced and is relatively evident.
3 Moderate This indicates that the provisions relating to the self-

moderately practiced and is often felt or observed.
2 Low This indicates that the provisions relating to the self-
seldom practiced and is not so much evident or
observed.
1 Very Low This indicates that the provisions relating to the self-
not practiced or rarely present or non-existent

I - Questionnaire on Self-Management Skills
Item Curriculum, Planning, and Assessment 5 4 3 2 1
The teacher…
1 provides interesting activities that help us easily understand
the lessons.
2 presents the lessons in the easiest ways and ask questions
that are easy to answer.
3 gives quizzes to measure our understanding of the lesson.
4 simplify the presentation of the lessons when we don't
understand them.
5 calls our attention including our parents and gives comment
for improvement of our learning.
Item Teaching All Students 5 4 3 2 1
The teacher…
1 uses realistic situations in presentation of the lessons.
2 maintains a safe learning environment.
3 respects our individual differences.
4 provides learning resources and materials for all of us.
5 has always a high expectation from our work and guides us
towards achieving good grades.

Item Family and Community Engagement 5 4 3 2 1
The teacher…
1 is a partner of our parents in helping us learn
2 encourages our parents to regularly visit our school.
3 works together with our parents for support of our learning.
4 is always communicating with our parents and update them
regarding our grades.
5 welcomes our parents to become active participants in the
classroom and in the community.
Item Professional Culture 5 4 3 2 1
The teacher…
1 is always in proper school uniform and looks neat.
2 sets as a good role model by being a good example to us.
3 works together with other teachers on a many different
tasks.
4 is always actively participating in most of the school
activities.
5 is a friend of all teachers in our school.

II – Questionnaire on Teaching Practices
Item Professionalism 5 4 3 2 1
The teacher…
1 establishes professional boundaries by maintaining
appropriate student and teacher relationships including
cyberspace and social networking sites.
2 models unbiased opinions political and otherwise and
structures a democratic climate in the classroom
3 observes confidentiality rules/guidelines and does not
gossip or complain about students, teachers, and staff.
4 dressed and groomed appropriately and professionally
5 dressed and groomed appropriately and professionally
Item Disposition 5 4 3 2 1
The teacher…
1 smiles and displays a positive warm caring attitude toward
students.
2 is empathetic, inclusive, and enthusiastic with students.
3 understands that developmentally appropriate instructional,
management, and discipline strategies should be
implemented according to student’s developmental age.
4 solicits input for improvement of teaching.
5 accepts suggestions for improvements.

Item Classroom Environment 5 4 3 2 1
The teacher…
1 organizes classroom for instruction.
2 post rules and consequences.
3 maintains classroom schedule but is adaptable and flexible
when necessary.
4 establishes a welcoming and warm environment.
5 creates an inviting space for students and teachers.
Item Classroom Management 5 4 3 2 1
The teacher…
1 uses low profile interventions; makes calm reasonable
requests of students to comply with rules so as not to
humiliate or embarrass students.
2 provides a positive affirming environment in contrast to a
negative threatening environment.
3 consistently states and refers to classroom rules, procedures,
and expectations.
4 encourages parental involvement and engages in appropriate
parent contact documenting each contact on a log or other
form.
5 uses instructional time efficiently without requiring students
to wait.
Item Planning Instruction 5 4 3 2 1
The teacher…
1 aligns lesson plans to student knowledge and demonstration
of articulated standards.
2 incorporates creative ideas that engage all students.
3 posts and states purpose of essential questions, uses
appropriate activator, accesses prior knowledge, provides
motivation, and prompts further exploration during the
lesson.
4 reviews standards and Essential Questions and involves
students during summary of the lesson to determine if
students can correctly answer exhibits more understanding
or insight.
5 closes a lesson by clarifying objectives, reviewing,
restating, and/or reinforcing key points of the lesson.
Item Assessments 5 4 3 2 1
The teacher…
1 uses assessments consistent with lesson objectives/essential
question/performance standards.
2 uses and/or develops a variety of formative and summative
assessments including but not limited to authentic
assessments (real-world), performance based assessments,
response devices, and rubrics.

3 provides regular, critical, and task specific feedback to
individual students.
4 records and returns graded assignments in a timely manner
5 provides teacher commentary on student assignments.

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SELF-MANAGEMENT SKILLS AND TEACHING PRACTICES OF PUBLIC

SECONDARY SCHOOL TEACHERS

CLARENCE S. PILLERIN, Ed.D.

Approved by the Panel of Examiners on Oral Examination with a grade of ______.

SOLAIMAN SANDIGAN, Ed. D.

NORA N. NERPIOL, Ed. D. TITO M. ENDRINA, Ph. D.

SUMAIL A. KASAN, Ph. D., P.A.

RAIDA S. SANDIGAN, Ph. D.

Director, Graduate Studies

THE PROBLEM AND ITS SETTING

Background of the Study

students' learning environment and influence student motivation and achievement.

changes in curricula for teachers' initial education or professional development on student

school background factors. For example studies on aptitude-treatment interactions suggest

and more complex instruction (Snow and Lohman, 2004).

learning communities, participating in school development, and evaluating and changing

indirectly, via classroom-level processes, affect student learning.

the self-management skills in order to function effectively in a changing education

(Du Toit, 2007).

circumstances were appointed (Hecht, 2004).

As teachers assume more professional responsibilities, the ability to manage

skill in creating a positing teaching practices.

This prompts the researches to conduct a research on the topic on self-management

as 21st century teacher.

sought to find the answer of the following questions:

1.1. curriculum, planning and assessment;

1.2. teaching all students;

1.3. family and community engagement; and

1.4. professional culture?

2.3. classroom environment;

2.4. classroom management;

2.5. planning instruction; and

3. Is there a significant relationship between self-management skills and teaching practices

of public secondary school teachers?

significant relationship between self-management skills and teaching practices of public

secondary school teachers

Anderman & Wolters. (2006) pronounced that self-management skills requires

and valuable in their teaching pedagogy.

According to Yielder and Codling (2004), self-management is closely integrated to

cannot be written into a job description as a function.

independent variable is self-management skills, which includes the following indicators:

teaching practices, which include the following indicators: professionalism, disposition,

classroom environment, classroom management, planning instruction, and assessment.

SELF – MANAGEMENT TEACHING PRACTICES

Figure 1. Conceptual Framework of the Study

The findings of this study would be beneficial to the following;

DepEd and School Administrator. This study is useful to the administration as it

Teachers. This could be a springboard towards a productive and meaningful practice

professional development (IPPD).

sampling population to validate the results of the study.

Self-Management Skills. This refers to the ability of an individual to regulate their

engagements, and professional culture.

Teaching Practices. This refers to the teacher's performance towards teaching

strategies, classroom performance, and evaluation of students' performance, which includes

professionalism, disposition, classroom environment, classroom management, planning

instruction, and assessment.

that will be used in the conduct of the study.

This study employed descriptive-correlational method to determine the significant

relationship between self-management skills and teaching practices of public secondary

school teachers. Descriptive-correlational method of research according to Salomon (2000) is

respondents are 102 teachers from 3 public secondary schools.

percent retrieval of the questionnaire.

procedure somehow established the validity of the questionnaire.