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  Teacher and school-related factors associated with teacher's performance in selected Adventist academies in Luzon

  (Adventist International Institute of Advanced Studies, 1995-03) Tawinno, Pakdee

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  The major purpose of this study was to define ways by which educational administrators can improve the performance of teachers. The problem addressed in this study was, "What factors were associated with teachers' performance in selected Adventist academies in Luzon?" The three research questions posed were: "What is the status of the teachers' performance in selected Adventist academies in Luzon?"; "What variables are associated with teachers' performance?"; and "What is the contribution of each independent variable to teachers' performance? The method used in this study was a correlative survey. Ninety-three students were randomly selected from a population of 554 fourth-year students. The 35 teachers respondents from a population of 54 taught basic senior subjects in six senior Adventist academies in Luzon, Philippines. The data collection was done in January 1995. The return of the tools was 97.3 percent. The five variables considered as teacher-related factors were age, educational attainment, teaching experience, occupational commitment, and spiritual commitment. Another five variables were considered as school-related factors, class size, teacher loads, rewards, working environment, and school facilities. Two variables were added during the data analysis--gender and subject taught. Data treatment included t-test, ANOVA, Pearson r correlation coefficient, and stepwise multiple regression. A .05 level of significance was set. Of the 12 independent variables, four showed significant association with the teachers, performance variables (total scale and subscales). Gender was positively and significantly correlated with the teachers, performance total scale (p=.022) and teaching skill subscale (p-.010). Subject taught was positively and significantly associated with the teachers' performance total scale (p=.052) and relationships with students subscale (p=.O14). Age was negatively and significantly correlated with teachers' performance on relationships with students subscale (p=O53). Variables showing no association with teacher's performance were educational attainment, teaching experience, occupational commitment, spiritual commitment, class size, teacher loads, rewards, and working environment. Findings showed limited relationship between the teacher-and school-related factors and teachers' performance, as measured by student evaluation of teachers. The lack of significant findings limits recommendations for use of the methodology employed in this study for other similar studies.

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  Empowerment perceptions of teachers in selected senior colleges of the Asia-Pacific Division of Seventh-day Adventist

  (Adventist International Institute of Advanced Studies, 1995-08) Rantung, Joanne

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  The purpose of this survey study was to define the extent of teaehers' empowerment compared to empowerment desired, and to specify relative importance of various sources of empowerment, including demographic descriptors. The results indicate ways administrators may increase levels of faculty empowerment. In this study 191 faculty members in seven colleges in Asia Pacific Division of Seventh-day Adventists rated their present and desired level of empowerment. The items on the 62 item Likert scale were adapted from several scales and principles. Some of these were, School Participant Empowerment Scale (Short & Rinehart, 1992); Teacher Empowerment Survey (Martin, 1990); Principles of Empowerment (Tracy, 1990) and Integration of Faith and Learning (Eager, 1993). The eight sources of empowerment (subscales) were Self-Concept, Collegial Relations, Feedback, Professional Growth, Decision Making, Autonomy, Self-Efficacy and Spirituality. Face validity by means of an expert jury review and reliability (coefficient alpha of .97) were established on the tool. Seven research questions and 8 hypotheses were posed for the study to ascertain the level and the importance of empowerment and the factors associated with it. Statistical treatment included ANOVA, t test, Wilcoxon signed-ranks test, and chi-square. Probability for all tests was set at 05. Major conclusions were that teachers feel most empowered in the areas of spirituality, self-concept, and self-efficacy. But teachers desire to be more empowered in the areas of spirituality, professional growth and development, and self-concept. Teachers feel that they are not being adequately provided with professional growth; are not getting adequate feedback or participating in decision-making activities. Teachers feel a fairly heigh level of empowerment, but not as high as they desire. Recommendations for college administrators include promoting the teachers' spirituality; professional growth; and self-concept; involving the teachers in decision-making activities, and giving more feedback. Recommendations for further study were that the study be repeated with elementary and high school teachers, and that future teacher empowerment studies include school climate, and the administrators' leadership style as variables.

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