Chapter 3

METHODOLOGY

This chapter presents the research design, locale of the study,

respondents of the study, data gathering instrument, validity and

reliability of the research instrument, data gathering procedure,

analytical schemes, and statistical tools.

Research Design

The design used in this study was descriptive-correlational which

was appropriate in determining the teachers’ pessrformance as

influenced by the challenges encountered and the coping they were

adapting. Descriptive correlational design aims to describe the

relationship between the selected demographic profile of the respondents

and the extent of challenges and l cmxcevel of coping of newly hired

teachers assigned in far-flung schools.

Descriptive research (Creswell, 2017) is fact-finding with adequate

interpretation. Beyond simply data gathering, it involves analyzing,

classifying and tabulating data about prevailing conditions, practices,

beliefs, cause and effect relationships and then making appropriate

interpretation about such data.

It is the nature of this study to assess the condition of things in

their current state. In the same way, it delves into the relationship

among variables that are considered in the study as well as the influence
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of one variable to another. It is within this context that the researcher

considered it most suitable to use the descriptive research design.

Locale of the Study

This study was conducted far-flung schools of in 10 Districts in the

Schools Division of Himamaylan City, Negros Occidental.

It comprises of 38 elementary schools, 11 Secondary High Schools

and 6 Integrated Schools. The schools are situated in the mountainous

areas of the said City and Division where transportation, teaching

environment and physical facilities are the major problems encountered

by the newly-hired teachers.

The Schools Division of Himamaylan City was signed last June

2018 through the effort of the Local Government Unit and Deped

personnel in order to be separated under the Division of Negros

Occidental. At present it was located at the Old City hall of The

Himamaylan City in front of the Himamaylan Public Plaza. There were

about 1, 200 Teachers both elementary and secondary schools in the

Division. One of the recent achievements of the Division last school year

2019-2020 when 4 elementary schools converted in to integrated schools

to cater learners specially those living in far-flung areas.

Although it was a newly built Division, it was awarded as Best in

Water Innovation in the year 2019 and Regional SBM Wins top 5.
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Respondents of the Study

The respondents of this study were the 62 newly-hired teachers

assigned in far-flung areas in 10 Districts in the Schools Division of

Himamaylan City.

Total enumeration of the newly-hired teachers as described in the

definition of terms are those teaching 3 years and below with permanent

plantilla and appointment. No sampling technique will be utilized.

Table 1

Distribution of Respondents

Population Percentage
Schools
(N) (%)
A 5 8.06
B 6 9.68
C 8 12.90
D 4 6.45
E 7 11.30
F 11 17.74
G 3 4.84
H 12 19.35
I 6 9.68
Total 62 100.00

Data Gathering Instrument

A self-made questionnaire was instituted to gather the data needed

in this undertaking. This instrument was subjected to the jury for

validation. A standardized instrument on teachers’ performance was

used to gather the data needed. Likert Scale of 1-5 will be used to
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determine the extent of challenges and the level of coping. The

instrument was divided into two (2) parts:

Part I, the profile of the respondents which will elicit data on the

respondents’ age, civil status, highest educational attainment, and length

of service.

Part II which will elicit the data on the challenges they encountered

and coping. There will be 3 (three) areas that contains (10) items each or

a total of thirty (30) items for the challenges encountered and thirty (30)

items for coping mechanisms. Each Item is rated on the scale of 1-5,

with 5 interpreted as Always, 4 as Often, 3 Sometimes, 2 as Rarely, and

1 as Almost Never.

Part III is the teachers’ performance based on the rating stated in

the Deped Order No. 2, s. 2015 to be measured as: Outstanding- 4.500-

5.000, Very Satisfactory - 3.500- 4.499, Satisfactory - 2.500-3.499,

Unsatisfactory- 2.500- 1.499, Poor- below 1.499.

Validity

The research instrument for challenges and coping adapted with

demographic profile was subjected to validity by three experts using the

criteria of Good and Scates (1954). Cristobal (2015) defines validity as

the ability of an instrument to measure what it purports to measure.

These jurors were chosen based on their educational

qualifications, position in their organizations, and their expertise or

specialization in the field related to the research problem at hand.

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The first validator is a Chief of Schools Governance and Operations

Division at the Schools Division of Kabankalan City. He graduated her

Doctor of Philosophy major in Educational Management at University of

St. La Salle, Bacolod City. Second validator is a Chairperson of the

College of Education at Carlos Hilado Memorial State College. A PhD

holder major in Educational Management at University of St. La Salle,

Bacolod City. An expert of research and a part time teacher of the Project

Free for Graduate Studies at University of St. La Salle, Bacolod City.

Third validator is a Ph D in Educational Management, a Senior

Education Program Specialist for Planning and Research in the Schools

Division of Himamaylan City. Fourth validator is Ph D in Educational

Management, a Senior Education Program Specialist for Planning and

Research in the Schools Division of Kabankalan City. The 5th validator is

a Ph D in Educational Management, an Education Program Specialist in

Schools Governance and Operations Division of the Schools Division of

Kabankalan City.

Likewise, suggestions from the thesis adviser and the panel

members will also be considered for the modification of the test

instrument.

To determine the validity of the research instrument, the

researcher adapted the criteria developed for the evaluation of survey

questionnaires set forth by Carter V. Good and Douglas E. Scates. The

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interpretations were as follows: Excellent (4.04 – 5.00); Very Good (3.28 -

4.03); Good (2.52 – 3.27); Poor (2.51 – 1.76); Very Poor (1.00 – 1.75).

Reliability

Reliability refers to the consistency, accuracy, stability,

dependency, and predictability of the research instrument. A reliable

measuring device is one which, if used for the second time, will yield the

same result as it did for the first time (Creswell, 2017).

Since the research instrument was a self-made, the reliability will

be established. To establish the reliability of the research instrument, the

Cronbach Alpha will be used. The Cronbach Alpha was used whenever

the researcher has items that are not scored simply as right or wrong

(Santos, 2016). Cronbach Alpha is a measure of internal consistency,

that is, how closely related a set of items are as a group.  It is considered

to be a measure of scale reliability. A "high" value for alpha does not

imply that the measure is unidimensional. Reliability coefficient of 0.70

is considered “acceptable” in most research situations. A trial-run will be

administered to 30 newly-hired teachers assigned in the far-flung areas

of the Division of Kabankalan.

Reliability

Challenges Coping

Case Processing Summary

Case Processing Summary
N %
N %
Cases Valid 30 100.0
Cases Valid 30 100.0
Excludeda 0 .0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in
the procedure.
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Total 30 100.0
a. Listwise deletion based on all variables in
the procedure.

Reliability Statistics
Reliability Statistics Cronbach's
Cronbach's Alpha N of Items
Alpha N of Items .710 30
.724 30

Data Gathering Procedure

Before conducting the study, the researcher will make sure that all

the suggestions and recommendations of the panel members during the

pre-oral will be complied. The researcher will be conducted the validation

and reliability testing of the test questions.

The researcher asked permission from the School

Heads/Principals of the public elementary and secondary schools in the

10 Districts in the Schools Division of Himamaylan City, as well as the

Schools Division Superintendent (SDS).

Upon approval, the researcher scheduled the administration of the

questionnaire in order to avoid inconvenience and unpreparedness on

the part of the respondents. Since pandemic still existing, the researcher

created a link so that participants will automatically send their answer

via google sheet. The test scores and other data will then be retrieved,

tallied, tabulated and interpreted.

Analytical Schemes
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This study employed three analytical schemes based on the

research objectives which are descriptive, comparative and relational.

Objective No. 1, the descriptive analytical scheme will be used

to determine the profile of the Newly-Hired Teachers assigned in the

far-flung schools in terms of the following variables: Age, Sex, and

Length of Service.

Objective No. 2, the descriptive analytical scheme will also be

used to determine the extent of challenges encountered of the newly-

hired teachers assigned in the far-flung schools according to the

areas: Mode of Transportation, Physical Facilities/Water and Food

Supplies and Teaching Environment/Resources

Objective No. 3, the descriptive analytical scheme will likewise be

used to determine the extent of challenges encountered of the newly-

hired teachers assigned in the far-flung schools when they are grouped

according to the aforementioned variables.

Objective 4, the descriptive analytical scheme will be utilized to

determine the level of coping the newly hired teachers assigned in the

far-flung schools according to the aforementioned areas?

Objective 5, descriptive analytical scheme will be utilized to

determine the level of coping of the newly hired teachers assigned in the

far-flung schools when they are grouped according to the aforementioned

variables.
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Objective 6, descriptive analytical scheme will be utilized to

determine the level of performance of the newly-hired teachers assigned

in the far-flung schools when they are grouped according to the

aforementioned variables.

Objective 7, the comparative analytical scheme will be utilized to

determine on whether or not significant differences in the extent of

challenges encountered of the newly-hired teachers in the far-flung

schools when they are grouped and compared according to the

aforementioned variables.

Objective 8, the comparative analytical scheme will also be used to

determine level of coping of the newly-hired teachers in the far-flung

schools when they are grouped and compared according to the

aforementioned variables.

Objective 9, the comparative analytical scheme will also be used to

determine level of performance of the newly-hired teachers assigned in

far-flung schools when they are grouped and compared according to the

aforementioned variables.

Objective 10, the relational analytical scheme will be used to

determine on whether or not significant relationship exists between the

extent of challenges encountered of the newly-hired teachers assigned in

the far-flung schools and the level of performance.

Objective 11, the relational analytical scheme will be used to

determine on whether or not significant relationship exists between the

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level of coping of the newly-hired teachers assigned in the far-flung

schools and the level of performance.

Objective 12, the relational analytical scheme will be used to

determine on whether or not significant relationship exists between the

extent of challenges encountered and the level of coping of the newly-

hired teachers assigned in the far-flung schools.

Statistical Tools

The data are to be analyzed in relation to the research objectives

presented in Chapter 1.

Objective No. 1 will use the frequency and percentage distribution

to determine the profile of the Newly-Hired Teachers assigned in the far-

flung schools in terms of the following variables: Age, Sex, and Length of

Service.

The frequency of a particular observation is the number of times

the observation occurs in the data. The distribution of a variable is the

pattern of frequencies of the observation. Frequency distributions are

portrayed as frequency tables, histograms, or polygons. Frequency

distributions can show either the actual number of observations falling

in each range or the percentage of observations. Percent distribution is a

measure of how a metric (such as total revenue) is distributed among the

component parts that make up the total (Manikandan, 2014).

Objective No. 2 will use the mean to determine the extent of

challenges encountered of the newly-hired teachers assigned in the far-

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flung schools according to the areas: Mode of Transportation. Physical

Facilities/Water and Food Supplies and Teaching

Environment/Resources.

According to Bruce & Bruce (2017), the most basic estimate of

location is mean, or average value. The mean is the sum of all the values

divided by a number of values. Mean, also known as arithmetic average,

is defined as the value of which we get by dividing the total of the values

of various given items in a series by the total number of items.

The following were the description of the results:

Mean Score Range Verbal Interpretations

4.50 – 5.00 Very Great Extent

3.50 – 4.49 High Extent

2.50 – 3.49 Moderate Extent

1.50 – 2.49 Low Extent

1.00 – 1.49 Very Low Extent

Objective No. 3 will also use the mean to determine the extent of

challenges encountered of the newly-hired teachers assigned in the far-

flung schools when they are grouped according to the aforementioned

variables.

Objective No. 4 will utilize the mean to determine the level of

coping of the newly-hired teachers assigned in the far-flung schools

according to the aforementioned areas.

The following were the description of the results:

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Mean Score Range Verbal Interpretations

4.50 – 5.00 Very High Level

3.50 – 4.49 High Level

2.50 – 3.49 Moderate Level

1.50 – 2.49 Low Level

1.00 – 1.49 Very Low Level

Objective No. 5 will also utilize the mean to determine the level of

coping mechanisms of the newly-hired teachers assigned in the far-flung

schools when they are grouped according to the aforementioned

variables.

Objective No. 6 will also utilize the mean to determine the level of

performance of the newly-hired teachers assigned in the far-flung schools

when they are grouped according to the aforementioned variables.

Mean Score Range Verbal Interpretations

4.50 – 5.00 Outstanding

3.40 – 4.49 Very Satisfactory

2.50 – 3.49 Satisfactory

1.50 – 2.49 Unsatisfactory

Below 1.49 Poor

Objective No. 7 will employ the Mann-Whitney U test to determine

on whether or not significant differences in the extent of challenges

encountered of the newly-hired teachers in the far-flung schools when

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they are grouped and compared according to the aforementioned

variables.

Mann-Whitney U test is used to determine whether two

independent samples have been drawn from the same population

(Panneerselvam, 2015). Mann-Whitney U test is a non-parametric

alternative to the t-test for the difference between the two-independent

means (Johnson and Cubby, 2014). It is the test that is use to compare

two population means that are not equal or equal. It is also used for

equal sample size, and to test the median of two population. If the p-

value is less than or equal to 0.05 level of significance, then reject the

null hypothesis. Accept the null hypothesis, if the p-value is greater than

0.05 level of significance.

Objective No. 8 will employ the Mann-Whitney U test to determine

on whether or not significant differences in the level of coping of the

newly-hired teachers in the far-flung schools when they are grouped and

compared according to the aforementioned variables.

Objective No. 9 will employ the Mann-Whitney U test to determine

on whether or not significant differences in the level of performance of

the newly-hired teachers assigned in far-flung schools when they are

grouped and compared according to the aforementioned variables.

Objective No. 10 will use the Spearman Rho to determine on

whether or not significant relationship exists between the extent of

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challenges encountered of the newly-hired teachers assigned in the far-

flung schools and the level of performance.

Spearman Rho (r) is also called Spearman Rank Order Correlation

coefficient, is a non-parametric measure of strength of association that

exists between two variables measured on an ordinal scale.

The computed p-values will be interpreted using the following

guide:

a. Significant if p-value is less than or equal to 0.05 level of

significance.

b. Not significant if p-value is more than 0.05 level of significance.

Objective No. 11 will use the Spearman Rho to determine on

whether or not significant relationship exists between the level of coping

of the newly-hired teachers assigned in the far-flung schools and the

level of performance.

Objective No. 12 will use the Spearman Rho to determine on

whether or not significant relationship exists between the extent of

challenges encountered and the level of coping of the newly-hired

teachers assigned in the far-flung schools.