An Undergraduate

Thesis Proposal
Presented to
College of Education
Mindanao State University
General Santos City

by
NOVA B. BURLASA
December 13, 2017
 Teachers who feel efficacious about Brodens the
their relationship with learners may intellectual Low achieving
P have more cognitive and emotional
resources available press students
Teaching
Effectiveness
horizons of
learners on a
students or
slow learners

R towards completing more complex

tasks and developing deeper
(Cing &
Ladion, 2014)
wider scale.
(David and
Silverman,
O understandings. (Dr. Ambadasrao,
(Woolfolk, Hoy and Davis, 2005) 2016) 2009; Sullivan,
2016)
B
L EFFECTS

E Level of Self-efficacy and

Constructive thinking skills of
M teachers as factors that affects
the learn

CAUSES
T
R Teaching

E
method used
and
inadequate
E teaching staff
(Sullivan,
2016)
 Foreign Issues on Self-efficacy of Teachers

• As stated by Sridhar and Badiei (2008), since the late 1970’s, researchers have
considered teacher efficacy to be a crucial factor for improving teacher
education and promoting educational reform. Also indicates that students
generally learn more from teachers with high self-efficacy than those students
would learn from those teachers whose self-efficacy is low. Furthermore,
teacher-efficacy is considered beliefs in their ability to affect student outcomes
and has been recognized as a major predictor of the competence of teachers
and commitment to teaching (Ashton et al., 2002 as cited by Sridhar & Badiei,
2008; Davis & Silverman, 2009)
• The research of Sridhar and Badleie (2008) indicates that students
generally learn more from teachers with high self-efficacy than those
students would learn from those teachers whose self-efficacy is low.
 Local Issue on Self-efficacy of teachers

The problem in the Philippines Educational System, according to

Lhala (2008), is lack of well-trained teachers and instructional materials
are not enough.

The problems mentioned have strong effect to the learning outcome

of pupils since uses of teaching aid will create the interest in the
students’ learning.
Foreign Issues on Constructive thinking Skills of
teachers
Muppudathi (2014) likely to say, that there is a problem because in a
classroom there will be a mixed section of learners and teaching is a
challenging profession that requires a lot of patience, innovation and
motivation from teachers in order to bring about an all-round
development among their students.
 Foreign Issues on Slow Learners
Slow learners, as described by Muppudathi (2014), are those whose IQ is low enough
to cause considerable difficulty in keeping up in the classroom. The term is used to describe
a student who has the ability to learn necessary academic skills, but at rate and depth
below average same age peers. They score between 70 and 90 on IQ tests but are not
mentally retarded (King, 2016; Joseph, 2013)

• Conventional School system tend to ignore slow learners as other in the class move at a
different and faster pace.
 Local Issue on Learning outcome of pupils
(Slow Learners)
• The researcher interviewed a principal about the Slow learners in class, she said
these learners are inevitable and the teachers cry out for help for there are really
pupils who cannot easily adapt to the lesson and tend to be left behind.
 SELF-EFFICACY AND
CONSTRUCTIVE THINKING
SKILLS OF TEACHERS IN
HANDLING SLOW LEARNERS
Statement of the Problem

1. What is the level of self-efficacy of teachers in

handling slow learners?

2. What is the level of constructive thinking skills of

in handling slow learners?

3. Is there a significant relationship between self-

efficacy and constructive thinking skills of teachers?
 Scope and Delimitation

This study was limited to the Self-efficacy and Constructive thinking

skills of teachers in handling slow learners.

This study involved a total number of fifty-one (51) teachers coming

from schools in North District of Lagao, General Santos City. These
schools are: Lagao Central Elementary School and Lagao Second Barrio
Elementary School.
 Conceptual Framework (Figure 1)
Independent Variable Dependent Variable
   

Constructive
Thinking Skills
Self-efficacy
of Teachers
 Research Design
This study employed a correlational research design. This is
appropriate to use, for according to Waters (2000) correlation is a
resemble design used to determine the degree of positive or negative
relationship of variable to one another. Thus, this study will describe
the self-efficacy and constructive thinking skills of teachers. It will also
determine the significant relationship between the two variables.
 Statistical Treatment of the Data

Descriptive Statistics Inferential Statistics

• Frequency Distribution • Pearson Product Moment Correlation

• Weighted Mean Coefficient
 Table 1: Level of self-efficacy

Indicators Mean Description Interpretation

1. I am able to successfully teach all relevant subject content even to the most
4.20 Sometimes true High
difficult pupils.

2. I know that I can exert a positive relationship with the parents even if
3.96 Sometimes true High
tensions arise.

3. I am able to reach even the most difficult pupils. 4.56 Definitely True Very High

4. I can exert a positive influence on both the personal and academic

4.25 Sometimes true High
development of my pupils.

5. I can control disruptive behavior of pupils 3.96 Sometimes true High

6. I can motivate pupils who show low interest in their studies. 4.43 Sometimes true High
Sometimes true
7. I am able to make my pupils believe that they can do well in the school work. 3.94 High

8. can do something to improve the understanding of a pupil who is failing. 4.02 Sometimes true High

9. I am more and more capable of helping to address my pupils’ needs. 4.37 Sometimes true High

10. I am confident in my ability to be responsive to my pupils even if they get

4.51 Definitely true Very High
on my nerves sometime.
Mean 4.22 Sometimes true High

N= 51
 Overall, the self-efficacy of teachers generated an overall mean
of 4.22, described as sometimes true. This implies that the
teachers have high level of self-efficacy.
The teachers successfully able to teach even the most difficult
pupils and can control disruptive behavior by having confidence in
the abilities to be responsive, for teachers with high self-efficacy
are expected to teach and handle pupils well which will influence
the interpretation and academic motivation of pupils (Andersen,
2011). Moreover, teachers with high self-efficacy are able to
implement management techniques that provide for learners
autonomy, set attainable goals, persist in the face of student
failure, willingly offer special assistance to low achieving learners,
and design instruction that develops the self-perception of the
learners on their academic skills (Davis et al., 2009).
 Table 2: Level Of Constructive Thinking Skills

Indicators Mean Description Interpretation

1. I think my teaching career is very good, every time fortunate events happen i
inside the class. 4.04 Often High
2. I can deal with the threatening events ahead of time without worrying about I
it. 4.43 Often High
3. I think of encouraging thoughts to do my best. Often
4.08 High
4. I feel very good whenever I am acknowledged at important matter in school.
4.25 Often High

5. I want to get good feedbacks from co-teachers or others whenever I

performed well in school. 4.12 Often High
6. I think of many appropriate teaching strategies to employ inside the class.
4.14 Often High
7. I have found that talking about successes in dealing with my at-risk pupils,
who I am looking forward to, can keep them from happening. 4.31 Often High

8. I believe thinking of terrible thoughts about my pupils can affect to his or her
well-being. 4.31 Often High

9. I find execution of activities in lesson discussion can boost the interest of

pupils. 4.43 Often High
10. They think asking questions will enable to build their minds. (critical
thinking) 4.37 Often High

Mean 4.25 Often High

N= 51
 Overall, the result shows that the constructive thinking skills of the
teachers generated a mean of 4.25 described as often. This implies that
the teachers have high level of constructive thinking skills.
 Table 3:
Relationship between Self-efficacy and Constructive thinking skills of teachers

Variables Correlated r p value Extent of Correlation Remarks

       

Marked or Significant
0.636 0.000 Moderate relationship
Self-efficacy
 
and Constructive Thinking
Skills

N=32
 The data shows that the computed r-value is 0.636 and p-value is
0.000. This result indicates that there is a marked or moderate
relationship between the said variables with remark of significant. This
implies that the self-efficacy influence the constructive thinking skills
of teachers.
 Conclusion
Based on the findings of this study, the following conclusions were
made:

1. The teachers have high level of self-efficacy in handling slow learners.

2. The teachers have level of constructive thinking skills in handling slow
learners.

3. The self-efficacy does contribute to the constructive thinking skillof

teachers.
 Recommendations:
1. The teachers must think of interesting strategies to alter the
disruptive behavior of pupils where they can learn and enjoy at the
same time.
2. The teachers, along with other school members, must also support
his or her self-development or self growth and enhance optimism
in order to perform well in school.
3. Replication of the study on similar field through exploring factos,
inside or outside the school environment, which might contribute in
developing well-rounded teachers.
THANK YOU.