International Journal of Academic Research and Development

International Journal of Academic Research and Development


International Journal of Academic Research and Development
International Journal of Academic Research and Development
Vol. 3, Issue 6 (2018)

Classroom management, competence, commitment and teacher’s performance


Lorelie C Altamia

This descriptive study determined the level of classroom management, competence, commitment, and performance of English teachers in the Division of Passi City for the year 2, 14-2014. The respondents were forty (40) English teachers of the Division of Passi City during school year 2013-2014. They were chosen purposely as samples. The data were obtained with the use of an adopted classroom management questionnaire from the study of Doyle (1986) teaching competence from the study of Grasha-Riechmann and teaching commitment from the study of smith (2009), performance was taken from their performance appraisal for teachers (PAST) for school year 2014-2015. Descriptive statistical tools used were the mean and standard deviation. Mann-Whitney Test, Krusal Wallis Test, and Pearsons’ r were for inferential statistics set at 0.05 alpha. The findings revealed that the level of classroom management of teachers as an entire group was strong. However, the female teacher I, teacher II, those with long years of service, and with master’s degree holder had very strong classroom management. As to level of teaching competence, the entire group of teachers regardless of sex, position, civil status, length of teaching experience, and educational attainment had very high teaching competence. The level of teaching commitment if the teachers as an entire group was high. However, the female, teacher I, teacher II, single, those with long years of teaching had very high level of teaching commitment. The level of performance as an entire group was very high satisfactory. However, the male, teacher III, and single, had outstanding performance. There were no significant difference in the level of classroom management of English teachers when classified as to sex, position, civil status, length of teaching experience, and educational attainment. Further, no significant difference in the level of teaching competence, and educational attainment. Furthermore, no significant differences in the level of commitment of teachers when classified as to various categories. In the same manner, no significant difference were noted in teaching performance when classified as to various categories. Finally, no significant relationship existed in classroom management, teaching competence, teaching commitment and performance of English teachers.
Pages : 228-235 | 445 Views | 131 Downloads