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  Differentiation of self and beliefs in learning theories as predictors of teaching style among teachers of private secondary schools in Cavite

  (Adventist International Institute of Advanced Studies, 2007-08) Abordo, Ian C.

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  Teachers who have suitable teaching style were hypothesized as a need in the Philippine education due to the dwindling school performance of secondary and elementary school learners (Dumlao, 2006). Such teaching style is an essential teacher-profile when teaching diverse learners. Theoretically, factors contributing to teaching style development depend on either the learners' characteristics or the teachers' personal characteristics (Heimlich & Norland, 1994). This study focused on exploring the relationships between teachers' beliefs in learning theories and their differentiation of self as personal characteristics predicting teaching style. The respondents were 301 teachers from 30 private secondary schools in Dasmarifias, Cavite, Philippines. Respondents answered the Teachers' Beliefs in Learning Theories Questionnaire, Differentiation of Self Inventory-Revised edition, and the My Teaching Style Profile. Results indicated that teachers showed adequate beliefs in learning theories, but their differentiation of self levels were at the medium level. Teachers also indicated low preference on both teaching style behaviors and teaching style verbal behaviors. Teachers' beliefs in behaviorism and in Erickson's psychosocial development predicted teaching style behaviors, and being male predicted teaching style verbal behaviors. Compared to having majors in languages (Filipino and English), having majors in social sciences and values education predicted correct classification of teachers who had teaching style preferences. Significant relationships were found between particular subscales of teaching style, differentiation of self, and beliefs in learning theories. Compared to the languages (English and Filipino) teachers, the MAPEH/TECH/HE teachers showed higher tendencies to be emotionally cutoff. This study established the contribution of individual and personal teacher characteristics which showed relationships with teaching style. It is recommended in this study that (a) teacher education curriculum emphasize the value of a comprehensive understanding of learning theories, teachers' increased differentiation of self, and the development of suitable teaching style; (b) school administrators where this study was conducted develop a training program with strong emphasis on the development of pertinent teaching style; and (c) curriculum experts of secondary schools, college teacher-education programs, and graduate studies in education in the Philippines study the impact of the current teacher-education curriculum and the Basic Education Curriculum (BEC) on the development of the pre-service teachers' teaching style.

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  Stakeholders' perceptions of school climate and their partnership in school curriculum as predictors of school reputation : a correlational study

  (Adventist International Institute of Advanced Studies, 2008-07) Claver, Ndahayo

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  The main purpose of this study was twofold. The first purpose was to determine the stakeholders’ perceptions of school climate and their partnership in school curriculum, and school reputation. The second was to come up with a predictive model for school reputation using school partnership, school climate and some demographic variables as predictors. As a descriptive and correlational survey design, convenience and purposive sampling method was used to select the participants. These included 321 respondents (students: 152, teachers: 44, parents: 63, and community members: 62) from 4 Adventist academies in the Philippines. They responded to 3 questionnaires—High School and Family Partnership (adapted), School Climate Survey (adapted), and Adventist School Reputation (created by this researcher). When the perceptions of all the stakeholders on school partnership with stakeholders, school climate, and school reputation were considered, the findings of the study showed that the stakeholders generally agreed that many aspects of school partnership with stakeholders, school climate, and school reputation were practiced in their schools. Though significant differences in perceptions of the above variables occurred, the study found that Adventist male and female students, teachers with post graduate degrees, and stakeholders from boarding schools acknowledged that aspects of school partnership with stakeholders, school climate, and school reputation were practiced in their school. Exceptionally, female students had higher acknowledgement with regard to the practices of philosophical foundation (Adventist religious beliefs) in their schools than male students. The study also found that all the relationships between school partnership, school climate and school reputation were positive. The relationships ranged from weak to strong. The study further found that the demographic profile (religion), school partnership with stakeholders (parenting) and school climate (student-teacher relations, school environment and staff dedication to students learning) predicted the reputation of the school. These variables explained 55% of the variance in reputation. Recommendations were given to school leaders and future researchers based on these findings.

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