A study of the secondary school teachers and principals' attitude toward faculty meetings in some selected SSPS schools: Its implications to faculty growth and development

• Main Author: Sarte, Anne Vianette
• Format: text
• Language: English
• Published: Animo Repository 1977
• Subjects: High school teachers > Philippines > Attitudes; High school principals > Philippines > Attitudes; Secondary Education and Teaching; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/413
• Institution: De La Salle University

This study examines the attitudes of teachers and principals in the five SSPS secondary schools toward faculty meetings and the effect of these attitudes on their growth and development. The study made use of the descriptive survey research method and utilized the respondent's personal data form, the questionnaire, and the interview to gather data. The respondents were the 5 principals and 69 teachers of the 5 SSPS secondary schools in Central Luzon and Ilocos Norte. To determine the relationship between the teachers' degree of satisfaction and ten other variables, the Pearson product-moment correlation was computed and the significance of relationship was determined through the t-test. Kendall's Tau was used to determine the extent of agreement in the rankings of the teachers and principals. It was found that the teachers' experience was a determining factor in their degree of satisfaction with faculty meetings. The academic training of teachers and principals played no significant role in the teachers' satisfaction in meetings. Participative leadership in faculty meetings was most desired by a majority of the teachers. Also, the principal's personality was a potent determinant of the teachers' feelings and reaction toward their faculty meetings. The teachers appraised their faculty meetings satisfactorily. A committee to plan faculty meetings had nor yet been formally introduced in the 5 schools. Also, there were indications that both teachers and principals do not value yet the function of evaluation in their faculty meetings.