ISSN (Online): 2321-3418
server-injected
Education And Language
Open Access

Compliance with the Code of Conduct and Teaching Performance

, ,
DOI: 10.18535/ijsrm/v11i11.el01· Pages: 3036-3062· Vol. 11, No. 11, (2023)· Published: November 11, 2023
PDF
Views: 842 PDF downloads: 190

Abstract

The main purpose of this study was to determine the compliance with the code of conduct and teaching performance of 347 public elementary teachers of 6th Congressional District of Negros Occidental using stratified random sampling. The descriptive research design was used. The modified survey questionnaire adapted from the study of Jongue (2010) and approved Individual Performance Commitment and Review Form (IPCRF) for S.Y. 2015-2016 was utilized to get the needed data. The data collected was analyzed using frequency and percentages, mode and Pearson-r correlation coefficient. Moreover, Focus Group Discussion (FGD) with 10 participants was utilized to enrich and supplement the results of the study. Results revealed that in terms of profile, majority of the participants were female, ages 31-40 and 11-20 years in length of service. For the teaching position, majority of the participants were Teacher 1 and Bachelor degree holders. For school location, majority of the participants were in the municipality. Furthermore, findings showed that the extent of the compliance with the code of conduct of the participants was “Always” and their overall teaching performance was very satisfactory. The study found significant differences in the variables and grouped according to the code of conduct. Finally, there were significant relationships found in various components of code of conduct and teaching performance. Recommendations on the findings for the capacity build-up of the participants in complying the code of conduct and teaching performance were given. Lastly, a Teachers Development Program (TDP) was proposed.

Keywords

Code of ConductComplianceTeaching Performance

References

  1. Acom, E. M. (2007). Relationship between job factors and employee commitment in private primary schools in greater Kampala district. Unpublished masters (of Arts Educ. Mgt.) dissertation, Makerere University, Kampala, Uganda.Google Scholar ↗
  2. ACT Public Service Code of Ethics (2008). Teacher’s code of professional practice.Google Scholar ↗
  3. Adams, E.M. (2007) Ethics and the Aims of Education. In Blakstone, W. and Newsome G. (Eds), Education and Ethics (pp.33-47). US: University of Georgia Press.Google Scholar ↗
  4. Adeyemi, T. O. (2008). Teacher’s competence and student’s learning outcomes in senior secondary school in Ondo State. JSTAN, 3, 2042-12, 2008.Google Scholar ↗
  5. Adunola, O. (2011),“The Impact of Teachers’ Teaching Methods on the Academic Performance of Primary School Pupils in Ijebu-Ode Local cut Area of Ogun State,” Ego Booster Books, Ogun State, Nigeria.Google Scholar ↗
  6. Aimoko, I.O. (2012). Preparation of the secondary school social studies Teachers. West Afr. J. Educ.Google Scholar ↗
  7. Aksoy, B. and Tonga, D. (2014). Evaluation of the patriotic attitudes of the prospective teachers according to various variables. International Journal Of Academic Research Vol. 6. No. 1. January, 2014Google Scholar ↗
  8. Alberta Teachers’ Association (2009). Code of Professional Conduct.Google Scholar ↗
  9. Alimi, R. B., Alabi. F. S. and Ehinola G. J. (2011). What teachers want: Better teacher management, Melbourne, Grattan Institute, p. 5.Google Scholar ↗
  10. Allen, Sarah J. (2012). Parent Engagement: Strategies for Involving Parents in School Health. Atlanta, GA: U.S. Department of Health and Services.Google Scholar ↗
  11. Ambogo, M.M. (2012). Relationship between availability of Teaching and Learning Resources and performance in Eldoret district. Moi University. Scholarlink research institute journals. (SRIJ)Google Scholar ↗
  12. American Federation of Teachers National Council on Measurement in Education National Education Association (2013). Standards for Teacher Competence in Educational Assessment of Student. Retrieved from http://www.gets.org.uk/web/FILES/teacher-regulation/framework-on-teacher-competence.pdf. February 4, 2017.Google Scholar ↗
  13. Aminudin, N. A. (20112. Teachers’ perceptions of the impact of professional development on teaching practice: the case of one primary school. Unitic institute of technology.Google Scholar ↗
  14. Anangisye, W. A. L. (2008). Moral education and character development: Learning from the African indigenous education framework. Journal of Adult Education, 16, 1-23.Google Scholar ↗
  15. Anangisye, W. A. L. (2010). Promoting teacher ethics in colleges of teacher education in Tanzania: Practices and challenges. African Journal of Teacher Education, 1(1), 64-77.Google Scholar ↗
  16. Anangisye, W. A. L., & Barrett, A. (2008). Professional identity and misconduct: Perspectives of Tanzanian teachers’. Southern African Review of Education (SARE) with Education with Production (EWP), 11, 5-22.Google Scholar ↗
  17. Anselmus, S. (2011). Teacher’s competence and student’s achievements. Timor East Musa Tenggara province: Timor University PressGoogle Scholar ↗
  18. Ardales, Venancio B. Basic Concepts and Methods of Research, Educational Publishing House, 2008.Google Scholar ↗
  19. Association of American Educators (2013). Code of Ethics for Educators. Mission Viejo, California.Google Scholar ↗
  20. Atieno, A. J. (2014). Influence of teaching and learning resources on students’ performance in Kenya certificate of secondary education in free day secondary Education in Embakasi District, Kenya. University of Nairobi.Google Scholar ↗
  21. Ayeni, A.J. (2011), “Teachers professional development and quality assurance in Nigerian Secondary Schools,” World Journal of Education, 1(2):143-149.Google Scholar ↗
  22. Balagtas, et.al. (2012). 21st Century Teacher Image to Stakeholders of Teacher Education Institutions in the Philippines. E-International Scientific Research Journal, Volume VI, Issue 1.Google Scholar ↗
  23. Bennell, P., & Akyeampong, K. (2007). Teacher Motivation in Sub-Saharan Africa and South Asia. London: Department of International Development.Google Scholar ↗
  24. Bogler, R. (2011). University researchers’ views of private industry: Implications for educational administrators, academicians and the funding sources. Journal of Educational Administration, 32(2), 68–85.Google Scholar ↗
  25. Brighouse, H. (2012). Should We Teach Patriotic History. Citizenship And Education In Liberal-Democratic Societies. Oxford University Press.Google Scholar ↗
  26. Brown, N., & Benken, B. M. (2009). So when do we teach mathematics? Vital elements of professional development for high school mathematics teachers in an urban context. Teacher Education Quarterly. 36(3), 55-73. Retrieved from Wilson Web. January 22, 2017.Google Scholar ↗
  27. Butucha. Korso G. (2012). Teachers, perceived commitment as measured by age, gender and school type. Greener Journal of Educational Research. Vol. 3 (8), pp. 363-372.Google Scholar ↗
  28. Calmorin, L. M. (2012). Methods of research and thesis writing. Rex Book Store, Manila Philippines.Google Scholar ↗
  29. Calderon, J. F. (2008). Research Methods and Thesis Writing. 2nd Edition. Rex Book Store, Manila Philippines.Google Scholar ↗
  30. Campbell, E. (2010). Professional ethics in teaching: Towards the development of a code of practice. Cambridge Journal of Education, 30(2), 203-222.Google Scholar ↗
  31. Carrington, B., Tymns, P. & Merrell, C. (2008). Role models, school improvement and the “gender gap”. Do men bringout the best in boys and between women the best in Girls? British Educational Research Journal, 34(3), 315-327.Google Scholar ↗
  32. Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8. Retrieved from Electric Library.Google Scholar ↗
  33. Caslib, S. (2012). From oaths to rulebooks: A critical examination of codes of ethics for the social professions. European Journal of Social Work, 6(2), 133-144.Google Scholar ↗
  34. Chang, W. (2010), “Interactive Teaching Approach in Year One University Physics in Taiwan: Implementation and Evaluation,”Asia-Pacific Forum on Science Learning and Teaching 3, (2010). Retrieved from <http://www.ied.edu.hk/apfslt/v3_issue1/changwj/index.htm >Google Scholar ↗
  35. Chueachot, S.. (2013). The Development of an Assessment for Learning Model for Elementary Classroom. International Education Studies; Vol. 6, No. 9. Canadian center of Science and Education.Google Scholar ↗
  36. Code of Conduct (2013). James Cook University. Australia.Google Scholar ↗
  37. Code of Conduct (2012). The Register of Exercise Professionals. 1st Floor G. Graphite Square, Vauxhall Wall, London.Google Scholar ↗
  38. Code of Ethics for Professional Teachers in the Philippines. (n.d.). In EduPhil.org Forum. Retrieved March 26, 2015, from http://eduphil.org/code-of-ethics -for-teachers-in-the-philippines.html.Google Scholar ↗
  39. Cohen, D. K., & Hill, H. (2010). Instructional policy and classroom performance: The mathematics reform in California. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.Google Scholar ↗
  40. Croswel, K. M. (2013). The teaching of psychology course: Prevalence and content. Teaching of Psychology, 29, 140-142.Google Scholar ↗
  41. Crown, S.A. & Spiller, L. R. (2010). Professionalism, Ethics and Work-based Learning; British Journal of Educational Studies, 44(2),168-180.Google Scholar ↗
  42. Danaher, S., Price, J., & Kluth, P. (2009). Come to the fair. Educational Leadership: How Teachers Learn, 66(5), 70-72.Google Scholar ↗
  43. Darmody, M. & Smyth, E. (2014). Job satisfaction and occupational stress among primary school teachers and school principals in Ireland. The teaching council.Google Scholar ↗
  44. Daft, R. L. (2014). Management. Orlando, Florida: Harcourt Brace.Google Scholar ↗
  45. Darling-Hammond, L. (2010). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1.Google Scholar ↗
  46. Demirtas, Z. (2010). Teachers’ job satisfaction levels. Procedia-Social and BehavioralGoogle Scholar ↗
  47. Sciences, 9, 1069-1073.Google Scholar ↗
  48. Decker, L. E. (2013). Teacher’s Manual for Parent and Community Involvement. National Community Education Association, Alexandria, VA.; Decker (Larry E.) and Associates, Boca Raton, FL.Google Scholar ↗
  49. Dennis, W. (2011). Teaching in the urban community school. Ward Lock Educational, London.Google Scholar ↗
  50. Department of Education (2014, January). Board for professional teachers. Retrieved from at http://www.deped-ne.net/shared folder/downloads/code%20ofethics.pdf.Google Scholar ↗
  51. Department of Education (2013). Implementing rules and regulations of the Enhanced Basic Education Act of 2013. Official Gazette. Retrieved from http://www.gov.ph/2015/03/21/irr-republic-act-no-10533/Google Scholar ↗
  52. Department of Education (2006, November). National Competency –Based Teacher Standards. Retrieved from http://www.deped.ne.net.shared.Google Scholar ↗
  53. Department of Education, Training and Employment (2013). Standard of Practice: Code of Conduct for the Queensland Public Service.Google Scholar ↗
  54. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Towards better conceptualization and measures. Educational Researcher, 38(3), 181-199. doi: 10.3102/0013189X08331140.DOI ↗Google Scholar ↗
  55. Dinella, L. M., Fulcher, M., & Weisgram, E. S. (2014). Sex-typed personality traits and gender identity as predictors of young adults’ career interests. Archives of Sexual Behaviour, 43, 493–504.Google Scholar ↗
  56. Drago-Severson, E., & Pinto, K. (2006). School leadership for reducing teacher isolation: Drawing from the well of human resources. International Journal of Leadership in Education, 9(2), 129-55. Retrieved from EBSCOhost.Google Scholar ↗
  57. DuFour, R., Eaker, R., & DuFour, R. (2006). Learning by doing: A handbook forGoogle Scholar ↗
  58. professional learning communities at work. New York, NY: Solution Tree.Google Scholar ↗
  59. Education & Communities (2014). The code of conduct. Retrieved from www.dec.nsw.gov.au.25 March 2015.Google Scholar ↗
  60. Ejuu, H. (2008). Teachers‟ self-esteem, sex, qualification and level of commitment to teaching. Unpublished masters (of Arts Educ. Mgt.) dissertation, Makerere University, Kampala, Uganda.Google Scholar ↗
  61. Ekeke, J. T. (2013). Impact of motivated science teachers on student’s performance in science subjects in Bayelsa State. Online Educational Research Journal. Retrieved from www. Oerj.org.2012. January 24, 2017.Google Scholar ↗
  62. Eliver, A. B., Abule, A. M., Cornel, M.A, & Maguate, G. S. (2023). Teachers Research Perception, Competence and Work Performance: Basis for A Capability Building Plan. International Journal of Scientific Research and Management (IJSRM), 11(10), 42-73.Google Scholar ↗
  63. Ellerhorst, A. M. (2015). A study of the relationship between teacher characteristics and student performance in High School Geometry. Education and Development of The College at Brockport, State University of New York.Google Scholar ↗
  64. Emojong, J. A. (2008). Tororo to sack poor performing head teachers. Saturday Monitor p. 10.Google Scholar ↗
  65. Epstein, J.L. (2007). Connections Count. Improving Family and Community Involvement in Secondary Schools. National Association of Secondary School Principals. v8 n2 p16-22 Oct 2007. Retrieved on January, 2017.Google Scholar ↗
  66. Executive Committee of the Association of Israeli Teachers (2012). Code of conduct.Google Scholar ↗
  67. Evans, P. (2008). “Is an alter-globalization possible?” Politics and Society, 36:2Google Scholar ↗
  68. Fleming, R. (2011, July 24). Factors which affect school performance. Retrieved from https://social.msdn.microsoft.com/profile/ray+flemingGoogle Scholar ↗
  69. Fredriksson, U. (2008). Quality education: The teachers’ key role. In Education International Working Papers No.14. Brussels, Belgium: Education International.Google Scholar ↗
  70. Fresko, B., Kfir, D., & Nasser, F. (2007). Predicting teacher commitment. Teaching and Teacher Education, 13(4), 429–438.Google Scholar ↗
  71. Francis, B. (2008). Teaching manfully? Exploring gendered subjectivities and power via analysis of men teachers’ gender performance. Gender and Education, 20(2), 109-122.Google Scholar ↗
  72. Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. New York, NY: Corwin Press.Google Scholar ↗
  73. Garver, A. K. & Niskode, A. S. (2015). Gender Gaps: Understanding Style Differences between men and women. Association of Institutional research, Kansas City. Retrieved fromhttp://download.springer.com/static/pdf/947.Google Scholar ↗
  74. Gatbonton, E. (2008). Looking beyond Teachers Classroom Behavior: Novice and Experience ESL Teachers; Pedagogical knowledge Encourage, Teaching Research Journal 12 (2): 16-182, 2008.Google Scholar ↗
  75. Geer, M., (2009). Factors influencing teachers’ professional competence development. Journal of Vocational Education and Training, 59(4), 485-501. doi: 10.1080/13636820701650943DOI ↗Google Scholar ↗
  76. Genza, G. M. (2008). The role of administrators in catholic founded secondary schools in the development of students‟ moral character. Unpublished masters (of Educ. Found.) dissertation, Makerere University, Kampala, Uganda.Google Scholar ↗
  77. Gerald S. (2011). Rewards and job commitment of primary school teachers in Mityana District. Unpublished doctoral dissertation Makerere University, Uganda. Retrieved from http://mak.ac.ug/documents/makefiles/theses/Ssali_Gerald.pdf. January 17, 2017.Google Scholar ↗
  78. Goldhaber, D. E. (2013). Indicators of teacher quality. ERIC Clearinghouse on Urban Education New York NY. Retrieved on December 15, 2016, from http://www.ericdigests.org/2004-1/quality.htmGoogle Scholar ↗
  79. Greenspan, S. (2013). Determinign teachers’ competence. Retrieved from http://psychology today.com/blog/incompetence/201203/determining-teacher-competence. February, 2017Google Scholar ↗
  80. Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173–208.Google Scholar ↗
  81. Gupta, M. & Gehlawat, M. (2013). A study of the correlates of organizational commitment among secondary school teachers. Issues and ideas in Education. 1 (2013), 59-71. Retrieved from http://iie.chitara.edu.in/pdf/papers/dec_2016/05_IIE.pdfGoogle Scholar ↗
  82. Gu, X. (2016). Teacher job satisfaction in public schools: The relation to the years of teaching experience. Elementary Education and Reading These. Paper 1.Retrievedfromhttp://digitalcommons.buffalostate.edu/cgi/viewcontent.cgi?article=1000&context=elmed_theses.Google Scholar ↗
  83. Harris, D. N., & Sass, T. R. (2007). Teacher training, teacher quality and student achievement.Unpublished manuscript, Grant R305M04121 from US Department of Education.Google Scholar ↗
  84. Harris, E. (2009). Nationalism: theories and cases. Edinburgh: Edinburgh University Press.Google Scholar ↗
  85. Hassan, G. (2009). The modern SNP: from protest to power. Edinburgh: Edinburgh University Press.Google Scholar ↗
  86. Hill, C. (2010). Job satisfaction among elementary teachers.Google Scholar ↗
  87. Hinds, H. (2008). OECS Generic teachers’ code of ethics. Castries, St. Lucia: OECS Education Reform Unit/Education, Training, Technology and Management Consulting (TECSULT).Google Scholar ↗
  88. Howe, R. K. (2009). A conceptual basis for ethics in teacher education. Vol. XXXVIII No. 3, pp. 5-11.Google Scholar ↗
  89. Huang, S. L. & Fraser, B. J. (2009). Science teachers’ perceptions of the school environment: Gender differences: Journal of Research in Science Teaching, 46 (4), 404-420.Google Scholar ↗
  90. Ingersoll, R. (2014). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.Google Scholar ↗
  91. Ishumi, A. G. (2011). Teacher authority and accountability: Towards improving the teaching profession for quality education. Retrieved on 27 March 2015 from http://www.tenmet.org/public_html/QEC2011/Ishumi.pdGoogle Scholar ↗
  92. Isozaki Ikuo. (2011). Democratic Society and Political Education.Google Scholar ↗
  93. Israeli State Comptroller Report (2009). Policy on Education.Google Scholar ↗
  94. Jehlen, A. (2007). Professional development. NEA Today, 26, 36-37. Retrieved from EBSCO host. January 26, 2017.Google Scholar ↗
  95. Jensen, R. B. (2010). What teachers want: Better teacher management, Melbourne, Grattan Institute, p.5.Google Scholar ↗
  96. Jongue, G. E. (2010). The Compliance by Provincial Comprehensive Agrarian reform Program implementing with R.A. 6713.Google Scholar ↗
  97. Joolideh, G. & Yeshodhara, D. (2009). Teacher professionalization and organizational commitment: Evidence from Malaysia. Retrieved February 26, 2007 from the worldwide website: http://chiron.valdosta.edu/whuittGoogle Scholar ↗
  98. Joan, A. P. & Ibhafidon H. E. (2015). Influence of teachers’ age, marital status and gender on studens’ academic achievement. Asian Journal of Educational Research, vol. 3, No. 4, 2015-2311-6080.Google Scholar ↗
  99. Joyce, B. R. (2009). State of the profession revisited. Journal of Staff Development,30 (3), 44-48. Retrieved from Wilson Web. January 21, 2017.Google Scholar ↗
  100. Kadtong, M. L. (2013). Work Performance and Job Satisfaction among Teachers. International Journal of Humanities and Social Science. Vol. 3 No. 5; March 2013Google Scholar ↗
  101. Knight, P.T. (2009). Small scale research. London: Sage Publications Ltd.Google Scholar ↗
  102. Lauer, D., & Matthews, M. (2007). Teachers steer their own learning. Journal of Professional Development, 28(2), 36-41.Google Scholar ↗
  103. Lee, V.E., & Smith, J.G. (2012, May). The relative importance of home and school in the development of literacy skills for middle−grade students. American Journal of Education. 102, 286−329.Google Scholar ↗
  104. Leech, D., & Fulton, C. R. (2008). Faculty perceptions of shared decision making and the principal’s leadership behaviors in secondary schools in a large urban district. Education, 128(4), 630-644. Retrieved from Wilson Web. January 23, 2017.Google Scholar ↗
  105. Likoko, S. Mutsotso, S. & Nasongo, J. (2013). Adequacy of instructional materials and physical facilities and their effect on quality of teacher preparation in colleges in Bungoma county. International journal of science and research (IJSR).Google Scholar ↗
  106. Littky, D., & Grabelle, S. (2009). The big picture: Education is everyone's business. Alexandria, VA: Association for Supervision & Curriculum Development.Google Scholar ↗
  107. Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the teacher follow-up survey in the United States for 2000–2001. Teaching and Teacher Education, 24(5), 1173-1184.Google Scholar ↗
  108. Lucillo, L. (2009). What secondary teachers need in professional development. Catholic Education, 13(1), 53-75. Retrieved from Wilson Web. January 21, 2017.Google Scholar ↗
  109. Mabala, et.al. (2013). Physical Education Teachers’ Knowledge on the Professional.Google Scholar ↗
  110. Madamesila, N. M. (2012). Assessment of the Teacher Induction Program towards the Development of Teacher Competencies.Google Scholar ↗
  111. Majanga E.K, Nasongo J.W. and Sylvia V.K. (2010).The Effect of Class Size on Classroom Interaction during Mathematics Discourse in the Wake of Free Primary Education:A Study of Public Primary Schools in Nakuru Municipality. (Unpublished MastersDissertation) Kenyatta University Nairobi-Kenya.Google Scholar ↗
  112. Magno, C & Sembrano, J. (2007). The role of teacher efficacy and characteristics on teaching effectiveness, performance, and use of learner-centered practices. Philippines: The Asia Pacific Education Researcher 16 (1), 73-90.Google Scholar ↗
  113. Maliki, A. E. (2013). Attitudes towards the teaching profession of students from the faculty of education, Niger Delta University. International Journal of Social Science Research, 1(1), 11–18.Google Scholar ↗
  114. Mart, C. T. (2013). A Passionate Teacher: Teacher Commitment and Dedication to Student-Learning. International Journal of Academic Research in Progressive Education and Development. January 2013, Vol. 2, No. 1. ISSN: 2226-6348.Google Scholar ↗
  115. Mbaria, F. (2006). Relationship between learning resources and performance in secondary schools in Ndaragwa district. Unpublished PGDE Project. University of Nairobi.Google Scholar ↗
  116. McAdamis, S. (2008). Don’t just participate – Engage in learning. Journal of Staff Development, 29(1), 9. Retrieved from Wilson Web. January 21, 2017.Google Scholar ↗
  117. McCabe B. N. and Pavela M. U. (2006). Teacher professionalization and organizational commitment: Evidence from Malaysia. Retrieved February 26, 2007 from the worldwide website: http://chiron.valdosta.edu/whuittGoogle Scholar ↗
  118. Mckay, B. and Rodniques, A. (2010). Professional Development for Experienced Teachers working with adult English learners. New York: Cambridge University Press.Google Scholar ↗
  119. McKee, M. & McArdle, H. (2007). Notions of teacher professionalism in the context of a racially divided society: the case of South Africa”, in K Lewin, M Samuel and Y Sayed (eds.) (2003) Changing patterns of teacher education in South Africa: policy, practice and prospects. Johannesburg: Heinemann, pp.273-283.Google Scholar ↗
  120. Ministerial Council for Education, Employment, Training and Youth Affairs (2011). Melbourne declaration on educational goals for young Australians, Melbourne. Retrieved 17 March 2015, http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdfGoogle Scholar ↗
  121. Morozumi, T. (2012). Neutrality and Education Reform. How Swedish Schools Keep Political Neutrality. Institute of International Education. Stockholm University.Google Scholar ↗
  122. Murnane, R. J. (2014). Staffing the nation’s schools with skilled teachers. In E. Hanushek & D. Jorgenson (Eds.), Improving America’s schools: The role of incentives (pp. 241–256).Washington, DC: National Research Council, National Academy.Google Scholar ↗
  123. Mutchler, H. (2008). Teacher identity in Africa: the case of the Republic of Benin, Unpublished PhD thesis, Stanford University: USA.Google Scholar ↗
  124. Mutebi D, (2007).Save teachers from Being Beggars: Daily monitor 11th October, 2007. PP5 Kampala-Uganda.Google Scholar ↗
  125. Muwagga , T. (2006) Education: Theory, practice and performance in teaching: professionalism, intuition and jazz. University of Bolton Journal Articles.Google Scholar ↗
  126. Mwamwenda, T. S Mwamwenda, B. B. (2012).Teacher Characteristics and pupils Academic Achievement in Botswana Primary Education. International Journal of Educational Development. 9, 1, 31-42.Google Scholar ↗
  127. Nabukenya, Margaret (2010). Influence of Teachers’ Professionalism on Teacher Performance in Busiro Country Secondary Schools, Wakiso District. Makerere University.Google Scholar ↗
  128. Nakabugo, Z. (2008). Poor performance by West Nile schools blamed on low teachers’ incentives. Monday Monitor p. 5.Google Scholar ↗
  129. Namutebi, B. (2006). Reward management practices commitment of teachers in senior secondary schools in Wakiso district, Uganda. Unpublished masters (of Arts Educ. Mgt.) dissertation, Makerere University, Kampala, Uganda.Google Scholar ↗
  130. Ndaloh A.M., Misigo B., Ongek M., Kipsoi E., & Simiyu C. (2009), Primary Teacher Education: Education, Jomo Kenyatta Foundation, Nairobi, Kenya.Google Scholar ↗
  131. No Child Left Behind Act of 2011. Retrieved from www.2.ed.gov/legislation/ES02/107-110.pdf. December, 2016.Google Scholar ↗
  132. Nyakundi, T.K. (2012).Factors affecting teacher motivation in public Secondaryschools in thika west district,Kiambu County, KenyattaUniversityNairobi-Kenya. (Unpublished Masters Dissertation).Google Scholar ↗
  133. Nazari, K. and Emami, M. (2012). Analysis of relation between organizational commitment and professional commitment. Elixir Human Res. Mgmt. 51 (2012) 10661-10664. Retrieved from http://papers:ssrn.com/sol3/papers.cfm?abstract_id=2298898. January 6, 2017.Google Scholar ↗
  134. Noddings, N. (2007). Philosophy of education, 2nd ed. London: Builder West View Press.Google Scholar ↗
  135. Nyakundi, T.K. (2012).Factors affecting teacher motivation in public Secondary schools in thika west district, Kiambu County, Kenyatta University Nairobi-Kenya. (Unpublished Masters Dissertation).Google Scholar ↗
  136. Obasi, M. N. (2011). Urban-Rural Differential in Teaching and Learning of Geography in Ahiazu Mbaise and Owerri Municipal Council in IMO State. Environmental Research Journal 5 (4):140-148, 2011.Google Scholar ↗
  137. O’Hara, S., & Pritchard, R. H. (2008). Meeting the challenge of diversity: Professional development for teacher educators. Teacher Education Quarterly, 35(1), 43-61.Retrieved from Wilson Web. January 21, 2017.Google Scholar ↗
  138. Omen, F. B. (2010). Continuing Education: Embracing a Culture of Creativity.Google Scholar ↗
  139. Ozturk, G. (2011). Public Primary School Teachers’ Perceptions of Their Working Conditions and Job Stress. Institute of International Education. Stockholm University.Google Scholar ↗
  140. Ramsay, M. C. (2016). TEA PEIMS Data.Google Scholar ↗
  141. Republic Act of the Philippines. An act establishing a code of conduct and ethical standards for public officials and employees of republic act no. 6713. Retrieved from http://www.gov.ph/2015/03/03/irr-republic-at-no-6713/.Google Scholar ↗
  142. Republic Act of the Philippines (2001, January). Implementing rules and regulations of republic act no. 9155, governance of basic education act of 2001. Retrieved from http://www.gov.ph/2015/03/25/irr-republic-at-no-1955/Google Scholar ↗
  143. Rice, E. M. (2010). A decade of teacher empowerment: An empirical analysis of teacher involvement in decision-making. Journal of Educational .Administration, 32(1), 43–58.Google Scholar ↗
  144. Richardson, V. (2009). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401-406. Retrieved from Electric Library. January 22, 2017.Google Scholar ↗
  145. Robbins, S. P. (2015). Essentials of Organizational Behavior. New Jersey: Pearson.Google Scholar ↗
  146. Rockoff, J.E. (2014). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252.Google Scholar ↗
  147. Schermerhorn, J. R., Hunt, J. G., Osborn, R. N. & Uhl-Bien, M. (2011). OrganizationalGoogle Scholar ↗
  148. behavior. (11th ed.). Asia: John Wiley & Sons, Inc.Google Scholar ↗
  149. Schleicher, A. (2009). Lessons from the world. Educational Leadership, 67(2), 50-55.Google Scholar ↗
  150. Retrieved from Wilson Web. January 23, 2017.Google Scholar ↗
  151. Sims, K. M. (2012). The language of standards and teacher education reform, Educational Policy, 14(1), 94–106, Retrieved 18 March 2015, http://epx.sagepub.com/content/.Google Scholar ↗
  152. Slavik, M. (2008). Teacher competence, Institute of education and communication. University of life sciences Prague. Czech.Google Scholar ↗
  153. Sskamwa, J. C. (2010). Professional ethics for teachers. Kampala: Nets Africana Ltd.Google Scholar ↗
  154. Standards in Education, Children's Services and Skills (2011). Reporting and Assessing Pupils’ progress.Google Scholar ↗
  155. Steiny, J. (2009). A work in progress. Journal of Staff Development, 30(3), 32-37. Retrieved from Wilson Web. January 23, 2017.Google Scholar ↗
  156. Strikes, S. (2011). Highly Qualified Public School Teacher Its Status, Distribution, Determinants and Relationship with Job Commitment and Job Satisfaction. Western Michigan University.Google Scholar ↗
  157. Sturko, P. A., & Gregson, J. A. (2009). Learning and collaboration in professional development for career and technical education teachers: A qualitative multi-case study. Journal of Industrial Teacher Education, 45(3), 34-60. Retrieved from Wilson Web. January 23, 2017.Google Scholar ↗
  158. Thompson, R.W. (2007). Foundations of education: Becoming a teacher. Massachusetts: Allyn and Bacon.Google Scholar ↗
  159. Teacher’s Registration Council of Nigeria (2008). Guidelines for Teacher’s Registration, Abuja: NERDC 2008.Google Scholar ↗
  160. Tonga, D. B. (2014). Evaluation of the patriotic attitudes of the prospective teachers according to various variables. International Journal of Academic research Part B, 2014; 6(1), 172-178. DOI: 10.7813/2075-4124.2014/6-2/b.24.DOI ↗Google Scholar ↗
  161. Travers, P. D. and Rebore, R. W. (2010). Foundations of education: Becoming a teacher. Massachusettes: Allyn and Bacon.Google Scholar ↗
  162. Trehern, M. K. (2010). Running head: Practicing What We Teach: Professional Development. College of St. Mary.Google Scholar ↗
  163. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice. Development and validation of FIT-Choice scale. The Journal of Experimental Education, 75(3),167–202.Google Scholar ↗
  164. Wayne, A.J. & Youngs, P. (2013). Teacher characteristics and student achievement gains: a review. Review of Educational Research, 73(1), 89-122.Google Scholar ↗
  165. Webber, J. L. (2007). Teaching and learning are lifelong journeys. USA. Blue Mountain Press.Google Scholar ↗
  166. Zuzovsky, R. (2013). Teachers qualifications and their impact on student achievement. Center for Science and Technology Education, Tel, Aviv University, Tel, Aviv, Israel.Google Scholar ↗
Author details
Jovy Gernalin
Head Teacher III, Department of Education, Philippines
✉ Corresponding Author
👤 View Profile →
Mylene Bautista
OIC School of Graduate Studies, STI West Negros University
👤 View Profile →
Guarin Maguate
Secondary Science Teacher, Department of Education, Philippines
👤 View Profile →