Development and validation of an instrument for determining a teacher's educational platform

• Main Author: Frondoza, Lilia J.
• Format: text
• Language: English
• Published: Animo Repository 1990
• Subjects: Teacher effectiveness; Elementary school teachers > Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1338
• Institution: De La Salle University

This study seeks to determine the dimension and indicators of teachers' educational platform based on a review of related literature and on empirical findings develops the proposed instrument based on the identified dimensions and indicators, and validates said instrument as to face validity, construct validity, and reliability. All or 46 teachers of the three elementary schools of the Missionary Sisters of the Immaculate Conception: The Immaculate Conception Academy of Greenhills, San Juan the Immaculate Conception Academy in Gagalangin, Tondo, Manila, and the Immaculate Heart of Mary Academy in Mati, Davao Oriental participated in the study. The study was conducted from June 1989 to April 1991. Descriptive-developmental in nature, it covered the following stages: 1) exploratory stage 2) development stage and 3) statistical validation. Based on the review of related literature and the teachers' answers to an open-ended exploratory survey form, the dimensions of a Teachers' Education Platform that were initially identified were: aims of education major achievements of pupils for the current year social significance of pupils learning the image of the learner the value of the curriculum the self-image of the teacher the preferred kind of pedagogy the primary language of discourse in learning situation the preferred kind of teacher-pupil relationship the preferred kind of school climate. After two factor analyses, these 10 dimensions were reduced to two factors: Factor 1 which identifies the characteristics of a progressive type of education and factor 2 which describes a traditional type of education. Seventy-one indicators loaded under factor 1 while 25 indicators loaded under Factor 2. The over-all reliability coefficient of the proposed instrument, which is a measure of its internal consistency is .91. The area reliability coefficients are .95 for factor 1 and factor 2 ranged from .30 to .76. In addition, the following findings were gathered regarding the educational platforms of the MIC elementary teachers: 1) The elementary teachers of three MIC schools generally upheld ideas and concepts of a progressive type of education 2) As Christian educators, the teachers believed that Christian values should be reflected in their lives and in their lives and in their teachings 3) The teachers also recognized the value of some traditional ideas, concepts and practices and 4) The teachers are convinced that both teachers and students should be imbued with the vision or mission which is characteristic of their school.Based on the results of the study, the following conclusions were drawn: 1) The proposed instrument, the Teachers Educational Platform Instrument (TEPI) is valid and reliable 2) The TEPI can surface the educational platforms of teachers in the MIC schools and 3) Starrat's and Sergiovanni's ten dimensions of teachers' educational platforms are not clearly delineated in the educational platforms of the teachers of MIC schools.