Day care workers' classroom interpersonal behaviors in selected 5-star day care centers

• Main Authors: Sta. Ana, Paulina Mae E., Tayone, Reyna Lovely Pearl M., Vergara, Francesca P.
• Format: text
• Language: English
• Published: Animo Repository 2006
• Subjects: Day care centers > Employees; Day care aides > Philippines > National Capital Region; Early Childhood Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/6902
• Institution: De La Salle University

The study sought to determine the predominant classroom interpersonal behaviors of the day care workers from selected 5-star day care centers in the National Capital Region. All of the 15 day care workers along with their respective teacher aides were covered in the study. The day care centers were coded as A to O to provide confidentiality. The centers were purposively selected based on the list provided by the Department of Social Welfare and Development. Data were gathered through the use of two instruments along with informal interviews and observations. The study utilizes the Questionnaire on Teacher's Interaction, which had been validated to assess the interpersonal behaviors of day care workers. To be able to establish the reliability of the day care worker's self-assessment, their teacher aides were given a modified (English and Filipino) version of the Questionnaire on Teacher Interaction where they assessed their care worker's classroom interpersonal behavior. Basically, the study determined: (a) the predominant classroom interpersonal behaviors of day care workers based on their self-reports, (b) similarities/differences of the day care workers' self-assessment of their interpersonal behaviors and their teacher aide's assessment of those behaviors, and (c) similarities/differences of the perceived and preferred day care worker's classroom interpersonal behaviors based on their teacher aide's assessments. The result of the study showed that the day care worker's predominant behaviors were leadership based on self-reports. The next positive behaviors resulted to Helpful/Friendly and Understanding. The results are similar to that of the teacher aides' perceptions of their day care worker's interpersonal behavior. The teacher aide's preference of their day care worker's interpersonal behaviors is similar to how they perceived the latter. In other words, both perception and preference resulted to leadership (i.e. have command of subject, gives clear instructions), Helpful/Friendly (i.e. shares jokes with the students, inspires trust), and Understanding (i.e. listens with interest, opens to the students) The results of the study point to the importance of reflection to further enhance the positive behaviors in the classroom. It is recommended that replication of the study may be conducted among day care workers and teacher aides in other regions and other ratings.