PDF

Published

2024-11-13

Issue

Vol. 9 No. 10 (2024): Published

Section

Research Articles

License

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

Abdurahim-Salain, H. (2024). Performance of Basilan State College faculty: Metrics on commitment, Knowledge, Teaching Prowess, and learning management. Environment and Social Psychology, 9(10). https://doi.org/10.59429/esp.v9i10.3085

Performance of Basilan State College faculty: Metrics on commitment, Knowledge, Teaching Prowess, and learning management

Haipa Abdurahim-Salain

College of Humanities, Social Sciences, and Communication, Basilan State College, Isabela City, Basilan Province, 7300, Phillippines


DOI: https://doi.org/10.59429/esp.v9i10.3085


Keywords: commitment level, learning management, Basilan State College, faculty

Abstract

This study examined the teaching performance of faculty at Basilan State College, focusing on commitment, subject matter expertise, fostering independent learning, and managing the learning process. The study involved 147 faculty members, both permanent and non-permanent, during the 2008-2009 academic year, from four campuses: Isabela City, Sta. Clara, Lamitan, and Maluso. A stratified random sampling method was used to select 107 teachers, which included 44 permanent and 63 non-permanent staff. A survey was conducted to collect socio-demographic information such as age, gender, marital status, ethnicity, education, teaching experience, subject area, and employment type. Faculty performance in the specified areas was assessed using the NBC-461 Standard Performance Rating Form. Results indicated that faculty performance was rated as Outstanding by teachers, peers, and supervisors, while students rated it as Very Satisfactory. Notable differences were found in ratings from various evaluators, with teachers generally rating themselves higher than their peers, supervisors, and students. The study showed that performance levels remained consistent across age, gender, employment type, or subject area, but were significantly influenced by educational qualifications and teaching experience, with higher levels of both leading to better performance. These insights suggest that focused strategies at both the departmental and institutional levels could improve teaching effectiveness and support the achievement of educational objectives.

References

[1]. Mustafa Altun (2017). The Effects of Teacher Commitment on Student Achievement: A Case Study in Iraq. Vol. 7, No. 11. ISSN: 2222-6990.DOI: 10.6007/IJARBSS/v7-i11/3475

[2]. Chavez, J., & Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160-174.

[3]. Chavez, J.V. (2020). Academic and Health Insecurities of Indigent Students during Pandemic: Study on Adaptive Strategies under Learning Constraints. Journal of Multidisciplinary in Social Sciences. 16(3): 74-81

[4]. Lasaiba, D. (2024). Classroom Management Strategies in the Transformation of Education in the Digital Era: Integration of Technology and Teaching Methodologies. JENDELA PENGETAHUAN, 17(1), 77-95.

[5]. Walter, P. W. (2006). The Teacher and the Classroom. Lagos: Mamcli Publications, Nigeria

[6]. Nicholas, A. A. (2007): Classroom Climate and students’ Behaviour. Kaduna: Bill Graphics and Press, Nigeria.

[7]. Leon AJTD, Jumalon RL, Chavez JV, et al (2024). Analysis on the implementation of inclusive classroom: Perception on compliances and obstructions of selected public-school teachers. Environment and Social Psychology. 2024; 9(9): 2537. doi: 10.59429/esp.v9i9.2537

[8]. Chavez, J.V. (2022). Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum. Arab World English Journal (AWEJ) Volume 13. Number3. September 2022 Pp.325-338 DOI: https://dx.doi.org/10.24093/awej/vol13no3.21

[9]. Chavez, J., & Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160-174.

[10]. Buck, L. Bustos, A. Lardizabal, A. Principle and Method of Teaching. Third Edition. 927 Quezon Avenue, Quezon City, pp. 16

[11]. Murro RA, Lobo JG, Inso ARC, Chavez JV. (2023). Difficulties of parents with low educational attainment in assisting their children in modular distance learning during pandemic. Environment and Social Psychology 2023; 9(1): 1957. Doi: 10.54517/esp.v9i1.1957

[12]. Tulqin o‘g’li, U. M., Zukhra, B., & Durdona, A. (2024). THE ROLE OF THE TEACHER IN SOCIETY. EDUCATION AND UPBRINGING. Нововведения Cовременного Научного Развития в Эпоху Глобализации: Проблемы и Решения, 2(2), 34-41.

[13]. Rashid, M. A. U. H., & Zaman, S. (2018, February). Effects of teacher’s behavior on academic performance of students. In 3rd International Conference on Research and Practices in education (Vol. 1, p. 15).

[14]. Chavez, J.V. (2023). Assessing Online Academic Integrity and Humanized Teaching in Zamboanga Peninsula Polytechnic State University. Journal of Multidisciplinary in Social Sciences. 19(1): 9-17.

[15]. Chavez, J. (2022). Narratives of bilingual parents on the real-life use of English language: Materials for English language teaching curriculum. Arab World English Journals, 13(3).

[16]. Abdurahim-Salain, H. (2023). Teaching performance of the basilan state college faculty: an evaluation. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7744063

[17]. Beena, I. (2024). Enhancement of quality in teacher education: a historical perspective. 6. 95-103.

[18]. Dev, M. (2016). Factors affecting the academic achievement: A study of elementary school students of NCR Delhi, India. Journal of Education and Practice, 7(4), 70-74.

[19]. Garil, B. A., Abbas, T. S. C. & Limen, M. V. (2024). Analyzing the Demographic-based Grammatical Competence and Its Relationship to Academic Performance in Higher Education Setting. Forum for Linguistic Studies, 6(3), 343–356. https://doi.org/10.30564/fls.v6i3.6453

[20]. Werang, B. R., Jampel, I. N., Agung, A. A. G., Putri, H. W. S., & Asaloei, S. I. (2022). Cypriot Journal of Educational Sciences.

[21]. Medina, A. B. (2021). Utilization of Learning Management System (LMS) and Teachers' Perceived Performance in the Online Learning Modality: A Linear Regression Analysis. Online Submission.

[22]. Lian, B. (2021, July). The Impact of Learning Management and Teacher Performance on Student’s Learning Outcomes in Junior High School at Tulung Selapan District. In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021) (pp. 56-60). Atlantis Press.

[23]. Garil, B. A. (2024). Socio-cultural factors affecting reading comprehension levels and demographic-based grammatical competence of higher education students. Forum for Linguistic Studies, 6(3), 184–197. https://doi.org/10.30564/fls.v6i3.6564

[24]. Lupdag, Anselmo D. (1984). Educational Psychology. Manila: National Book Store, Inc.

[25]. Chavez, J.V. (2023). Assessing Online Academic Integrity and Humanized Teaching in Zamboanga Peninsula Polytechnic State University. Journal of Multidisciplinary in Social Sciences. 19(1): 9-17.

[26]. Ceneciro, C. C. Estoque, M. R., & Chavez, J. V. (2023). Analysis of Debate Skills to the Learners’ Confidence and Anxiety in the Use of the English Language in Academic Engagements. Journal of Namibian Studies, 23, 4544-4569.

[27]. Deuna, Melecio (1979). Faculty Evaluation – an overview. Adopted by the author from a report published by the United States Department of health Education and Welfare.

[28]. Uy, F., Andrin, G., Vestal, P., Malbas, M., Cardines, M., & Kilag, O. K. (2024). Transformative leadership in Philippine education: Fostering innovation and excellence. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(3), 185-190.

[29]. Castro FLT, Ventura BLO, Estajal RS, et al (2024). Teachers handling multiple subject areas: difficulties and adaptive attributes in the delivery of instructions. Environment and Social Psychology 2024; 9(9): 2520. doi: 10.59429/esp.v9i9.2520

[30]. Ma, D. (2022). The Role of Motivation and Commitment in Teachers’ Professional Identity. Frontiers in Psychology, 13, 910747. https://doi.org/10.3389/fpsyg.2022.910747

[31]. Konstantinou, C. and Konstantinou, I. (2021). Determinants of teacher effectiveness: Pedagogical and didactic training. Open Journal for Educational Research, 5(1), 11-24. http://dx.doi.org/10.32591/coas.ojer.0501.02011k

[32]. Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. Journal of effective teaching, 15(1), 20-33.

[33]. Inoferio, H. V., Espartero, M., Asiri, M., Damin, M., & Chavez, J. V. (2024). Coping with math anxiety and lack of confidence through AI-assisted Learning. Environment and Social Psychology, 9(5).

[34]. Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. In Forum for Linguistic Studies, 5(2), 1541-1541.

[35]. Tuckman, B. W., & Yates, D. (1980). Evaluating the student feedback strategy for changing teacher style. The Journal of Educational Research, 74(2), 74-77.

[36]. Hanushek, E. A. (2005). Our school performance matters. Journal of Education, 185(3), 1–6.

[37]. Nzewi, H. N., Augustine, A., Mohammed, I., & Godson, O. (2018). Physical work environment and employee performance in selected Brewing Firms in Anambra State, Nigeria. Journal of Good Governance and Sustainable Development in Africa, 4(2), 131–145.

[38]. Shu, K. (2022). Teachers’ commitment and self-efficacy as predictors of work engagement and well-being. Frontiers in Psychology, 13, 850204.

[39]. Demir, O., & Nihat, S. (2021). Investigation of the communication skills, professional seniority,school stage and gender as predictors of teachers’ classroom management styles. Research in Pedagogy, 11(2), 661–679.

[40]. Tulyakul, S., Sangkaew, T., Buaduang, N., Metheethammawat, C., Sirirattanapun, K., Pantusa, K., ... & Junhom, T. (2019). Classroom Management Strategies and Teaching Motivation among Physical Education Teachers in Primary School. African Educational Research Journal, 7(4), 212-219.

[41]. Saad, Sh & Al-Ajmy, & Al-Mutairi, Musaed. (2024). The Impact and Future of Student’s Independent Learning. MECCA Journal of Middle European Construction and Design of Cars. 68.

[42]. Zainuddin, Zainuddin & Hardiansyah, Framz. (2023). Teacher Classroom Management Skills and Its Implementation in Primary School Learning. Mimbar Sekolah Dasar. 10. 92-105.



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com