''Teachers’ Power bases vis-à-vis Students’ Motivation: Bases for Crafting

Teacher-Student Collaborative Management Program''

A Thesis Presented to the Faculty of the Graduate School

UNIVERSITY OF SOUTHERN PHILIPPINES FOUNDATION

Salinas Drive,Lahug, Cebu City,6000 Philippines

In Partial Fulfilment of the Requirements for the Degree of Master of Arts

In Education in Science Education

ANGELIE R. ELLE

April 2019
 Chapter 1

THE PROBLEM AND ITS SETTINGS

Students play a very important role in helping them to be involved in academic

activities through creating a critical component of learning which is

Motivation. It is defined as a situation that gives energy to behavior, directs

and sustains it. Suhag, (2016) states that motivation has several effects on the

learning and behavior of students. It increases the effort and energy to

determine whether a student will pursue a task that is difficult with enthusiasm

or lifeless attitude. The studies show many motivational factors such as

intrinsic and extrinsic motivation, psychological, social and cultural factors.

This leads to a study about the relationship of student motivation and teacher’s

power bases: legitimate, referent, reward and expert. A teacher must determine

and have one of these powers to know how to make the learners build their

motivation in learning. First is Reward power where students learn quickly

that teachers can give them rewards such as bonus points, extra credit or other

forms of positive feedback. Coercive power refers to teachers giving

punishment for the students to have discipline in themselves. Legitimate

power determines that teachers have some authority over students. And lastly,

expert power where in students do as teachers say because they recognize that

the teacher knows more than they do. Teachers make moves based on these

sources of power. They tell students how to solve a problem, or that points

will be taken off if papers are late, and they respond with smiles, nods and

positive reactions to a student’s answer. If students respond by following the

teacher’s direction their behaviors confirm their willingness to let the teacher
influence them. As a methodological approach on action research,

and its variant of critical action research in education, aims to further

social justice and generate transformative change. Although this

understanding of action research is well rehearsed, there is still a gap

in detailed explorations of transformative impact in education settings

beyond classroom. Evaluating change both includes personal well-

being as well as broader social or structural impact on more social

justice. Shirley Grundy mentioned, urged that it is necessary to

understand the improvement of the quality of education as

responsibility for school communities as a whole.it is not sufficient to

regard such improvement as simply the aggregate improvement the

work of individual teacher. It is further urged that action research offers

a set of principles upon which the work of improving the learning

environment of a school can proceed. However, Arjen Wals unveiled

from international perspective on action research defined as process

that enables students and teachers to participate more fully in the

planning, implementing and evaluating educational activities aimed at

resolving an environmental issue that the learners have identified.

Review of the Related Literature

Receiving a quality education is an important cornerstone in the lives of every

individual. It is imperative that students have the tools they need to be successful-

tools that include motivation and engagement. For some students, however,

motivation is not always intrinsic. It therefore falls to others to guide students along

the path to their education. As teachers spend an incredible amount of time with their

students over the course of the year, it is a responsibility to foster an inclination for

learning.

Intrinsic motivation tends to deteriorate over time. Because learning

environment play such a significant role in determining motivation, students must feel

a sense of belonging, which is a predictor of motivated outcomes and engagement.

When a teacher creates a welcoming environment and considers the needs of the

students, learning outcomes will be ideal- students will effectively perform tasks they

find personally important or interesting (Maulana et al., 2013)

Creating a climate of warmth and caring as well as supporting autonomy and

self-determination will help students feel a sense of control (Skinner & Greene, 2008)

All students should have a respectful, caring, and positive learning

environment that enhances the joy of learning. The nature of the classroom

environment has a powerful influence on how well students achieve educational

outcomes (Asiyai, 2014) When teachers have positive relationships with their
students, they improve the classroom and environment, which results in more

motivation.

Review of the Related studies

(Ercan, et al., 2017) The most important factors affecting student motivation

are the fields of teacher, teachers’ classroom management skills and their teaching

methods.

Teachers play a very important role because they are an integral part of the school

environment. Research indicates that teachers’ knowledge and skills, motivation level,

qualifications, forms of evaluation, teaching style, quality of enthusiasm and

enthusiasm can contribute to the motivation of the learners.

The more enthusiastic, motivated and qualified teachers are in teaching and

evaluation, the greater the capacity to increase learners’ motivation to learn (Williams

and Williams, 2011)

Power is a term commonly employed in a wide variety of academic

disciplines., not surprisingly, the constituent definitions of the term are far from

consistent from one discipline to another, or even within a given discipline. Power

refers to a teachers’ ability to affect in some way the students’ well-being beyond the

students’ own control.

Theoretical and Conceptual Framework

There are three theories of classroom management that can be of great help to boost

the students’ motivation namely, student-directed management, teacher-directed

management, and collaborative management.

In student-directed management, students take responsibility for directing their own

behavior. Misbehavior is the students’ attempt to meet the needs that are not being

met. It is well-suited for self-contained early childhood and elementary settings but

possible in secondary. Moreover, time spent on management prepares students with

skills to be citizens in a democracy. The goals of student-directed must have the

primary responsibility of controlling their behavior. Students are capable of

controlling their behavior if given the opportunity to do so.

Teacher-directed management aims to create a learning environment in which

management issues play a minimal role. This management discourages misbehavior

and to deal with it as swiftly as possible. Teachers are responsible for behavior

management by providing guidelines and rules. They employ rewards and punishment

as a way to control behavior. The primary emphasis is on academic content and

processes. This is the oldest method of teaching and time spent on management is

seen as wasted time.

In view of this, there should be a collaboration between the students and the

teacher. Students and teachers are jointly responsible for behavior management.

Teachers tend to believe in student-directed ideals but class and school size create
issues. The needs of the group are put before the needs of any individual student.

Time spent on management is potentially productive for individual but not the group.

The goals of collaborative is to engage the students in learning activities. The student

usually are successful and respectful of the teacher and fellow students and

cooperative in following classroom guidelines.

From the literature mentioned above and findings, the researcher is motivated to

conduct a study about relationship of Teachers’ power bases and students motivation

as bases in crafting teacher- student management program to the Grade 10 Junior high

students’ at Anomar National High school. At the end of the study, the researcher

aims to craft a Teacher-student collaborative management program in order to attain a

good classroom management in the teaching learning process.

Figure1.comprehensively shows the conceptual framework of the study. Input-

Process-Output (IPO) model is used in the research.

INPUT

- Checklist - Teacher-Student
Questionnaire collaborative
PROCESS - Interview management program
 OUTPUT
Profile of the
respondents:
Figure 2. Schematic Diagram of the Study
-age

-gender In relation to the statement of the problem of the

Student's level of study, the input includes the profile of the

motivation:
respondents such as age, gender, general average
-intrinsic
grade, students’ motivation and teachers’ power
-extrinsic
bases. The process shows the ways of gathering data
Teachers power bases:
by using the tools such as checklist-questionnaires
-legitimate
and conducting an interview. The output shows that
-referent
the researchers want to craft a teacher-student
-reward
collaborative management program in order for the
-expert
students to improve their learning motivation.

Statement of the Problem

The main objective of the researcher is to identify the relationship between the

students’ motivation and teachers’ power bases of Grade 10 Junior high school

students of Anomar National High School , Surigao City in order to craft Teacher-

student collaborative management program.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

 1.1 Age;

1.2 Gender;

2. What is the students’ level of motivation in terms of:

2.1 intrinsic

2.2 extrinsic

3. What is the power base of a teacher in motivating a students in terms

of;

2.1 legitimate power;

2.2 reward power;

2.3 referent power;

2.4 expert power?

4. Is there a significant relationship between:

4.1 Profile and Level of Students motivation

4.2 Profile and Power Base approach of the teacher

4.3 Level of Students’ motivation and power base approach of the teacher

5. What collaborative management program can be proposed based on

the findings of the study.

Hypothesis

This study aims to test the following hypotheses:

1. There is no significant relationship between respondents’ profile and student

motivation, profile of the respondents and teachers’ power bases.

2. There is no significant relationship between students’ motivation and teachers’

power bases.

Significance of the study

This study would be beneficial to teachers for them to know what power bases

must use in order to attain the academic engagement of their students. For the students

to be actively engage in every learning activity that the teacher will demonstrate with

the use of effective power bases that will enhance their academic engagement. For the

curriculum developers to have ideas and information to become more aware of what

are the things should be included in the curriculum considering the teachers’ power

bases that affect students’ motivation. The findings of this study will also help the

future researchers to have basis and knowledge background in understanding the

relationship of Teachers’ power bases to students’ motivation. It will also serve by the

researchers as footprints in researching their study.

Definition of terms
Teacher. It is defined as the person who helps others to acquire knowledge,

competence or values. (“Unesco, 2019”)

As used in the study, a teacher demonstrates lessons, monitors the learnings of

the students and evaluates the learning outcomes of the students.

Power. The ability or capacity to do something or act in a particular way. (“Oxford

University Press, 2019”)

As used in this study, power is a term commonly employed in a variety of

academic disciplines.

Bases. It is the plural for of basis which is defined as a reason for doing something

from which another thing develops. (“Merriam-Webster Dictionary, 2019”)

As used in this study, a fixed pattern or system for doing something.

Student. It is defined as a person who is studying at a university or other place of

higher education. (“Oxford English Dictionary, 2019”)

As used in this study, a student is a person who takes an interest in a particular

subject.

Motivation. It is defined as willingness to do something, or something that causes

such willingness. (“Cambridge University Press, 2019”)

As used in this study, motivation is defined as an integral drive that activates

behavior and gives it direction.

 Chapter 2

METHODOLOGY

This chapter presents the methods of research, procedures, and sources of

information which will be used in the formulation of the outcomes of the study. It also

explicates how the data will be collected through the statistical treatment of the

answers bestow by the samples of the study.

Research Design

The researchers in this study will utilize descriptive survey method using the

checklist questionnaire as the main instrument in data gathering.

According to Esmile (2011), a descriptive survey is a method of research

ascertaining the facts of a condition at the time of the study and relate them to the

current standards. It was further described by Desisto (2012) that this method of

research deals primarily with the instruments and procedures of gathering data to

secure information.

Similarly, according to Calmorin (2002), descriptive survey method is anchored

with the assessment of different factors such as the attitude, perception, demographic

data, trends and events that are happening which are gathered through observation,

interview and questionnaire to come up with an empirical analysis.

 In this study, the researchers will present, analyze, interpret and report the effect of

teachers’ power bases to students’ motivation of the Grade 10 Junior High School

students of Anomar National High School.

Respondents of the Study

The respondents of the study will be 50 percent (50%) of the teachers population

and 50 percent (50%) of the total Grade 10 students of Anomar National High school.

The respondents will be randomly selected to be involved in this study. Table 1 and 2

presents the respondents of the study.

Table 1. Teachers

N=

RESPONDENTS FREQUENCY PERCENTAGE

Teachers

TOTAL

Table 2. Grade 10 Students

N=

RESPONDENTS FREQUENCY PERCENTAGE

Grade 10 Einstein

Grade 10 Newton

Grade 10 Galileo

TOTAL
Research Locale

The study will be conducted at Anomar National High School since the

respondents are teachers and Grade 10 Junior high school students of Anomar

National High School.

Research Instruments

Checklist Questionnaire will be the instrument used in gathering the data and to

supplement the data collected through the checklist questionnaire and will use

interview guide to know the point of view of the respondents.

Checklist Questionnaire

A set of checklist questionnaire will be made for the purpose of the study. The

questions will be constructed through different factors.

The checklist-questionnaire will be validated through the following steps: (1) the

first draft will be prepared and submitted to the thesis adviser for checking and

editing. (2) The second draft will be presented to the research panel for approval. (3)

After the approval of the second draft, the researchers will search for first-hand

respondents for the pre-survey. (4) The review of the questionnaire will be revised

that is well organized and within the comprehension of those who will answer it

before it is administered.

The suggestions of the thesis adviser and the research panel will be included in the

final revision of the questionnaire.

Ethical Considerations

The researchers will make sure that no respondents, adviser, sources, contributors

will be placed in bad light. It will respect everyone's identity and dignity. All

information gathered from these people will be valued and kept confidential.

Data Gathering Procedure

After the approval of the researchers’ questionnaire by the thesis adviser and

research panel, they will ask for permission from the Dean of the Graduate school to

administer the questionnaire to the respondents. By the time that they got the “go”

signal from the Dean, the researchers will administer and personally distribute the

copies of the questionnaire. These will be tallied, tabulated and undergone statistical

treatment.

Statistical Treatment of Data

The data gathered will be classified, tallied, recorded and analyzed, then treated by

the following computations:

1. Percentage (%) – This was used in this study to determine the percent

of the data.

Formula:

Where P = Percentage

f = Frequency

N = Number of cases
 2. Mean – This was used to determine the final weight of each item in the

respondents’ way of using the language.

Formula:

Where: X = Represents the scores

∑ = Summation Symbol

N= Represents number of scores

To facilitate the interpretation of the description used in the assessment of the

factors, the following scale had been utilized:

SCALE MEAN DESCRIPTION RATING

5 5.00 to 4.20 Always

4 4.19 to 3.40 Often

3 3.39 to 2.60 Sometimes

2 2.59 to 1.80 Seldom

1 1.79 to 1.00 Never

3. Pearson-Product Moment Correlation- This will be used to determine the

significant effect between teachers’ power bases to students’ motivation.

Formula:

Where: N = Number of cases

∑ = Summation Symbol

X = Variables

Y = Variables
 To interpret the correlation values obtained other following classifications will be

applied:

RANGE OF VALUES INTERPRETATION

± 1.00 Highly affected

± 0.70 - 0.99 Slightly affected

± 0.40 - 0.69 Fair

±0.01 - 0.39 Unaffected

0 Highly unaffected