Bridging Perception Gaps: Instructional, Professional, and Personal Characteristics of Multigrade Teachers in Laoang, Northern Samar | Chapter 4 | Language, Literature and Education: Research Updates Vol. 8

 

This study explored the perceptions of instructional competence, professional characteristics, and personal attributes among multigrade teachers and school heads. Using a quantitative research design and a highly reliable survey instrument (Cronbach’s Alpha = 0.995), data were gathered from 42 participants selected through complete enumeration. Descriptive statistics were used to compare the mean ratings between the two groups. Results revealed a significant divergence in perceptions: multigrade teachers rated themselves more favourably than school heads did, suggesting a perceptual gap in how teacher attributes are viewed across roles. To address this discrepancy and enhance multigrade education, the study recommends collaborative professional development, mentorship initiatives, the establishment of clear evaluation criteria, and formal recognition of the contributions of multigrade teachers. These strategies aim to foster mutual understanding, improve instructional practices, and create a more supportive educational environment.

 

 

Author(s) Details

Lea L. Casane
University of Eastern Philippines, Laoang Campus, Laoang, Northern Samar, 6411, Philippines.

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6203

Outstanding Physics Teachers: Characterization and Professionalism | Chapter 5 | Professional Development of Outstanding Physics Teachers

 Outstanding physics teachers are distinguished by their noble professional ethics, continuous pursuit of professional development. This chapter studies the professional characteristics and professional growth rules of outstanding physics teachers.

A self-made questionnaire is designed to gather insights from high school physics teachers and obtain their perspectives on the professional traits of outstanding high school physics teachers. The personal life histories of 13 outstanding secondary school physics teachers are analyzed. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. The results show that outstanding secondary school physics teachers’ professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period.

Author(s) Details:

Tingting Liu,
Institute of Physics and Electronic Engineering, Taishan University, Tai’an, Shandong, 271000, China.

Haibin Sun,
Institute of Physics and Electronic Engineering, Taishan University, Tai’an, Shandong, 271000, China.

Please see the link here: https://stm.bookpi.org/PDOPT/article/view/12280