Strategies of self-regulated learning in relation to teaching performance in selected public elementary schools in Bataan / [manuscript]
Michelle Lyne E. Buensuceso
- Balanga City : BPSU, 2017.
- xvii, 174 pp. ; 28 cm.
- Strategies of self-regulated learning in relation to teaching performance in selected public elementary schools in Bataan .
Thesis (MAEd-Ed. Mgmt.) BPSU, 2017.
The study aimed to establish the relationship between the strategies in teaching selfregulated learning and the teaching performance of teachers in selected public elementary teachers in the Division of Bataan during the School Year, 2016-2017 and its implication to educational management. The study raised a total of 960 respondents; 391 were public elementary school teachers and 569 pupils from selected public central schools and one city school in the division. The study used the descriptive - correlational method through standardized tests as survey questionnaire in gathering the needed data. In determining the content validity and reliability of the survey questionnaire, it has subjected to a dry run using Cronbach's Alpha. The statistical treatment used analysis and interpretation of data in terms of frequency counts, percentage, weighted mean, t-test, ANOVA and Pearson r. In light of the findings of the study, majority of the respondents belonged to the age bracket of 38 - 45 years old; have earned units in their master's and doctorate's degrees; have performed teaching strategies as rated by them and their pupils. Hence, there was no significant difference in the perception of teachers and pupils as regards to the application of self-regulation and performance of teacher; there was a significant relationship established between the application of self -regulation activities and the performance of teachers considering the three areas of self-regulation. The study recommended that teachers should be encouraged to pursue and finish their continuing higher education leading to the attainment of their Master's and Doctorate vii Degrees. Likewise, continuous attendance to seminars and workshops should be observed as provided in the NCBTS of teachers to further enhance their teaching competencies in the delivery of quality instruction.