Republic of the Philippines

CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz Philippines
Tel. No. (036) 6214-578 fax No. (036) 6214-578
website: www.capsu.edu.ph email address: roxas@capsu.edu.ph

EDM 203- RESEARCH METHODS

DR. SUSAN A. DIOSALAN
Professor
Part 1
1. My research problem
My research title is
“MANAGEMENT STYLES, PRACTICES AND PERFORMANCE MECHNISMS OF
TEACHERS IN THE DISTRICT OF PONTEVEDRA TOWARDS THE OPENING OF
FACE TO FACE CLASSES.”
2. Based on your research problem (General Objectives)
The main objective of this study was to determine the effects of management
styles, practices and performance mechanisms of teachers in the district of
Pontevedra towards the opening of face to face classes.
3. What specific statement of hypothesis?

1. What are the management styles and practices of teachers towards the opening of
face to face classes in the district of Pontevedra?

2. What are the performance mechanisms of teachers towards the opening of face to
face classes in the district of Pontevedra?

4. Main statement of hypothesis

The study would like to determine the management styles, practices and performance
mechanisms of teachers towards the opening of face to face classes in the district of
Pontevedra.
5. Theoretical framework of the study
Different theories of educational management styles reflect very different in ways of
understanding and interpreting events and behaviour in school. Management styles can be
seen as different ways of portraying different view or visions, due to complexity of leadership
within a school complex.
Our understanding of knowledge utilization processes is concerned not so much as a set of
facts, findings or generalizations but rather as distinct perspectives which combine facts,
values and presuppositions. (Bush, 2003)
The basic idea in relation to the nature of management styles theory, is that all problems
cannot be studied ‘fruitfully’ using a single theory. Some problems are large and complex
and no single theory is capable of encompassing them, while others may appear to be simple
can be better understood through the use of numerous theories.( Graffiths, 1997)
Creating a high performance workforce has become increasingly important and to do so.
Performance mechanisms must be able to inspire organizational members to go beyond their
task requirements. As many performance mechanism theories, their effectiveness changes
when related to education. This is mainly due to a change in output, such as teachers and
learners. (Everand, 1990)
“High quality of management styles and practices takes place in performance mechanisms of
educators when leaders and followers interact in ways that enhance their creativity and
motivation in the organization.” (Burns, 1978)
The building trust and respect also motivates teachers to work in high performance for the
accomplishment of shared goals through commitment to the mission and vision of the
organization. (Boyd, 1999)
Research by Koh, Steers and Terborg (1995) aimed to investigate the effects of management
styles and teachers’ performances in Singapore. Data were collected from school teachers
using instruments such as the Multifactor Management Questionnaire. It was found to be
associated with additional positive effects in predicting organizational commitment,
organizational teacher and learner satisfaction.
The work of Leithwood and Jatzzi (2000) support the requirement of collaborative
performance mechanism theory, which is evident at the institution. Although management
styles and practices are strong theories on its own, it would not be as effective without the
support of participative and distributed theories.

6. What is my conceptual framework for the study?

Conceptual Framework

7. My study significant to the following group of persons.

This study is important because it identifies the styles of management practices of teachers in
the district of Pontevedra.

It distinguishes the differences of their quality of management practices and

performance mechanisms. The school will have an idea regarding to their management
practices and performances and will be able to compare which is commonly practiced and
which is the most effective. Thus, providing baseline that will be used as starting point by
both administrator, teachers, learners, parents, and stakeholders in the schools and the whole
district.

The result may further help the administrators and teachers in the whole district to
identify the existing motivational practices and styles to change or improve the way they
manage or act as facilitators, to raise or awaken their enthusiasm towards effective teaching.
These will also help the teachers and administrators in the whole district in moulding their
personalities and improve their personal growth.

Furthermore, the teachers will be able to identify a specific demographic

characteristics from their district where their management styles, practices and performance
influence a lot. These would give them an insight or feedback to their part to have or develop
such more effective strategies or management styles that is applicable and will create a good
sound and rapport to every school organization and a meaningful and effective teaching every
day to the teachers in the school.

Aside from the teachers, learners, parents, stakeholders and administrators, personnel
with higher authorities in the DepEd will benefit to this research. They will be able to
recognize the best management styles, practices and performance of teachers under them.

Most of all, the learners. The best management styles, practices and performance are
made just for them. To inculcate to them the meaningful lessons intended for them.

8. The scope and limitations of my study.

This study was limited to 282 teachers in the District of Pontevedra covering their
demographic profile such as sex, age, monthly income, religion and no. of years in teaching.
This study was conducted during the first quarter of the opening of face to face classes until
the third week of November where the full implementation of face to face is required.

9. My conceptual and Operational definitions (Definition of terms)

 Covid-19- a mild to severe respiratory illness that is caused by coronavirus,
transmitted chiefly by contact with infectious material (such as
respiratory droplets) or with objects or surfaces
Lockdown- an emergency measure or condition in which people are temporarily
prevented from entering or leaving a restricted area or building during a threat
of danger
Vaccine- a preparation that is administered to stimulate the body’s immune response
against a specific infectious agent or disease
Management – an act of directing team or organization;
Practices – carry out, apply; to do or perform often, customarily, or habitually; to be
professionally engaged in;
Performance- a manner; the execution of an action; something accomplished
Mechanisms- a process; operation; technique, or system for achieving a result;
fundamental processes involved in or responsible for an action
Teachers – the one who is occupation is to instruct; an educator; moulder; instructor;
facilitator
Face to face class - an instructional method where course content and learning
material are taught in person to a group of students. This allows for a live interaction
between a learner and an instructor. It is the most traditional type of learning
instruction.

PART 2
1. Introduction (Brief)
Education plays a very important role in the development and progress of a certain
nation. Different styles, management practices and preparedness of a teacher in his day to day
class make him unique. In times of crisis, people look up to their leaders and expect that they
would minimize the impact of the crisis at hand just like our learners to us. We all know that
being good at your job doesn’t guarantee that you’re going to be a best. Being a teacher, your
well-being during crises is being tested. The pandemic has manifested as a multifaceted crisis
that calls for exceptional styles and practices of a teacher. Managerial styles, practices and
performance are considered a kind of art in this situation.
Some teachers have their own techniques and strategies in order to promote successful
management of learner under them.
Being a teacher, you cannot choose or select the right learner who will be under you,
but the best way to handle this is to create good rapport, align your strategies with the
organizational goals and culture especially the tasks suited to them. But because of pandemic
that has disrupted schooling globally, it has been a serious psychosocial issue for teachers.
Teacher’s Well-being has been greatly impacted by this pandemic due to its devastating
effect at a personal level, social distancing and remote learning.Pandemic has brought fear,
grief, threat, disillusionment and concerns to the education system and the teaching
profession in particular. These have had a bearing on teachers. Teacher well-being is
important. Schools need to be resilient and find new ways to continue the teaching–learning
activities and teachers are commonly positive and constructive. Schools are forced to migrate
from face-to-face delivery to online modality as a result of the pandemic. In the Philippines,
most schools have resorted to online learning during school lockdowns. However, this sudden
shift has resulted in problems especially for learners without access to technology.

What lead you to conduct the problem?

Curiousness and doubt lead me to conduct this problem. I was thinking if how will the
teachers will be able to deal with the new normal set up of face to face classes this year since
there are lots of requirements, protocols, and regulations we need to follow in order to open
again the schools for face to face classes. I want to know how is the teachers in the district of
Pontevedra performs and applies their management styles to their learners with regards to the
threat of COVID-19. This way, I will be able to know about their practices at school while
the virus is still around.
2. Body
-Briefly reports what the experts think and what research observed.

October 08, 2021 – Education Secretary Leonor Magtolis Briones has emphasized that the
upcoming pilot implementation of face-to-face classes underwent a series of consultations
with child health experts and other involved stakeholders to ensure a safe return to schools.

Secretary Briones shared that DepEd proactively conducted thorough consultations with the
Department of Health (DOH), the Inter-Agency Task Force for the Management of Emerging
Infectious Disease (IATF-EID), and concerned groups to draw up the guidelines for the
reopening of schools amidst the pandemic.The key pillars, namely (1) Safe Operations, (2)
Teaching and Learning, (3) Including the Most Marginalized, and (4) Wellbeing and
Protection, and provides guidance on safe school traffic management, protective measures
and safety procedures, psychological support, and contingency plan, among others. UNICEF
Philippines strongly advocates the resumption of in-person classes in all schools, noting that
keeping children out of their classrooms has negative effects on their growth and
development. The delay in learning recovery can hurt their chances of securing jobs in the
future, which is also essential in the country’s economic recovery from the effects of
COVID-19. With UNICEF support, DepEd and DOH developed the guidelines on the safe
resumption of in-person learning. UNICEF likewise provided technical assistance in
developing COVID-19 heat maps to identify schools in minimal-risk areas, conducting a risk
analysis, and the localization of the global World Health Organization Checklist to monitor
the pilot implementation of in-person learning and prepare for COVID-19 resurgences.

This directive is a far cry from the vaccination requirements carried out during the time of
former President Rodrigo Duterte. Then DepEd Secretary Leonor Briones only allowed
vaccinated students and teachers to take part in physical classes. DepEd is also rolling out a
counseling program alongside mobile vaccination centers this school year to encourage
parents and students to get their COVID-19 shots.
(https://www.unicef.org/philippines/stories/its-safe-be-school)

- Studies, reasons and observation

School reopening for face-to-face interactions is carefully planned to ensure the safety of
students as well as teachers and school staff in a staged fashion especially in following
physical distancing. (Sheikh Z, Dhami S.) Reopening schools after the COVID-19
lockdown. J Glob Health 2020) Planning and execution of school health protocols during this
pandemic must be supported by the truthful data. Being given by various institutions. Last 11
December 2020, the World Health Organization (WHO) has published a checklist to support
school reopening and the preparation for the possible resurgence of COVID-19. WHO cited
that ‘The checklist is aligned with, and builds upon, existing COVID-19-related WHO
guidelines and is structured around protective measures related to: 1) hand hygiene and
respiratory etiquette; 2) physical distancing; 3) use of masks in schools; 4) environmental
cleaning and ventilation; and 5) respecting procedures for isolation of all people with
symptoms. The checklist helps policymakers and school officials to enhance compliance and
adherence to public health protocols in the time of the pandemic. Teachers To bridge learning
gaps due to limited instructional time during the pandemic, it is advisable for schools to
include remedial learning in their priorities starting this school year. Tutorial programs on top
of daily school assignments should be considered. Results of remedial learning programs can
be used to assess the numerical and literacy skills of each learner and from there, schools can
improve their existing teaching strategies and tailor them to address the needs of their
learners. Moving forward, teachers stand to gain from these recovery response plans which
may include initiatives like regular monitoring and assessment of learners and incorporation
of a mix of on-site and digital learning systems and teaching strategies.
In conclusion, school health protocols in conducting face-to-face classes planned carefully
following national and international guidelines to ensure that students and teachers will be
safe or at least mitigate the effects of COVID-19. After all, learners’ and educators’ lives
matter as education does to them. That is the responsibility of every government to ensure its
fulfilment. (Sarmiento and Tolentino, 2021)
3. Summary or synthesis of the Literature Review that ties together the major findings
of the study.
The COVID-19 pandemic has created unprecedented challenges economically, socially, and
politically across the globe. More than just a health crisis, it has resulted in an educational
crisis. During lockdowns and quarantines, 87% of the world’s student population was
affected and 1.52 billion learners were out of school and related educational institutions
(UNESCO Learning Portal, 2020).
The disruption of COVID-19 in the educational system is of great magnitude that schools
have to cope with at the soonest possible time. The call is for higher education institutions to
develop a resilient learning system using evidence-based and needs-based information so that
responsive and proactive measures can be instituted. Coping with the effects of COVID-19 in
higher education institutions demands a variety of perspectives among stakeholders.
Consultation needs to include the administration who supports the teaching-learning
processes, the learners who are the core of the system, the faculty members or teachers who
perform various academic roles, parents, and guardians who share the responsibility of
learning continuity, the community, and the external partners who contribute to the
completion of the educational requirements of the students. These complicated identities
show that an institution of higher learning has a large number of stakeholders (Illanes et al.,
2020; Smalley, 2020).
In the context of the pandemic, schools have to start understanding and identifying medium-
term and long-term implications of this phenomenon on teaching, learning, learner
experience, infrastructure, operation, and staff. Scenario analysis and understanding of the
context of each school are necessary to the current challenges they are confronted with
(Frankki et al., 2020).
Schools have to be resilient in times of crisis. Resiliency in the educational system is the
ability to overcome challenges of all kinds–trauma, tragedy, crises, and bounce back stronger,
wiser, and more personally powerful through the management styles, practices and
performances towards face to face learning. (Henderson, 2012).
The educational system must prepare to develop plans to move forward and address the new
normal after the crisis and this would be a big challenge for the teachers especially to those
who are teaching in lower grades. Gamification in classroom is an effective way to take a
child's love for play and turn it into a love of learning. “With the goal of teaching mindful
learners who actively pursue knowledge, teachers become more actively engaged in how they
teach the curriculum and how they develop each student’s learning potential. They mix and
match a variety of tactics to ensure that students not only learn more, better, and faster they also
learn smarter despite of the virus. To be resilient, higher education needs to address teaching
and learning continuity amid and beyond the pandemic.” Agresti, & Zanuttigh, (2020)

4. Conclusion – concluding paragraph in synthesis

The study found out that teachers want to grow in their profession. They want to become
better and relevant educators by engaging themselves in different professional and personal
training and seminars. Aside from the professional development programs provided by the
school, they also take the initiative in attending seminars and taking graduate studies for
personal growth. In fact, they have attended training before and during the Covid-19
pandemic. They did not stop from learning despite the prevailing global health crisis. For
them to grow and be better educators today, they believe that Teacher Professional
Development should be responsive to the present needs of the teachers and have relevance on
how teaching and learning is evolving.
Based on the findings, the authors concluded that teachers, regardless of age and years of
teaching experience have a mindset to grow in the profession and be better educators. They
are hungry for learning. They want to unlearn and relearn new knowledge and skills because
they want their students to learn according to their present needs and what the world needs in
the future. Teachers want to grow and be relevant because they think of their students. It can
also be concluded that the TPD must not only include seminars and training on teaching,
pedagogy, technology, assessment, and classroom management but also on the mental well-
being of teachers - most especially during this Covid-19 pandemic. The professional learning
communities must also include an agenda on teacher’s personal growth and relationship. TPD
is not simply about professional growth but more importantly for personal growth. As
teachers grow in the profession.

Part 3
1. The research design that I will use in my study.
I will use quantitative design.
2. The reason for my choice in this design.
The reason why I chose Quantitative design is that quantitative design often fast,
focused, scientific and relatable. The speed and efficiency of the quantitative method are
attractive to many researchers. Data computing equipment makes it possible to process and
analyze data quickly, even with large sample sizes. It is more preferred over qualitative
research because it is more objective, fast, focused and acceptable. However, qualitative
research is used when the researcher has no idea what to expect. You get objectivity and
accuracy: There are far fewer variables involved with quantitative research. The data you're
collecting is often 'close-ended', which means people are choosing clear-cut multiple choice
answers, such as yes/no. In a case where the emphasis is more on measurable relationships
than opinions or characteristics, quantitative research involves studying and analysing
numbers to derive meaningful conclusions that can be leveraged further.

3. The locale of my study (Place of your study)

The locale of my study is within the whole district of Pontevedra, Capiz.
4. The respondents of my study are
165 out of my 282 target teachers in the whole district of Pontevedra, Capiz
5. These respondents will be determined using the formula
N
n=_________
1+(N) (e)²
Where:
n= sample size
N= total number of population
1= constant
e= the desired margin of error at 0.05

N
n= ________
1+ (N) (e)²
n= 282
________
1+ (282) (0.05)²

n=282
_____
1.705

n=16
6. The sampling technique
The sampling technique for my study is probability sampling because in probability
sampling, every member of the population has a chance of being selected and it is
mainly used for quantitative research since I want to produce results that are
representative of the whole population. So, probability sampling technique is my
choice.
7. The research instrument to be used in my research.
The instrument to be used in my research is a Questionnaire.

8. The reason why I chose the research instrument are as follows:

1. Questionnaire is less time consuming than interviews
2. It is easy to analyze relatively.
3. Answers are quantifiable
4. It can reach a large number of people.
5. It is economic.

9. To ensure the validity of my instrument,

I will have the inter-rater reliability method to explain how well the collected data covers the
actual area of investigation. In order for me to measure what is intended to be measured.
These are subjective assessments of the presentation and relevance of the measuring
instrument as to whether the items in the instrument appear to be relevant, reasonable,
unambiguous and clear
10. To ensure the reliability of my instrument, I will do the following:
It would be difficult for me to trust that the data provided by the measure is an accurate
representation of the participant's performance rather than due to irrelevant artefacts in the
testing session such as environmental, psychological or methodological processes. So to
ensure the reliability of my instrument, I will do the following:
1. Pick a consistent research method.
2. Create a sample group and ensure the members are also consistent.
3. Administer your test using the chosen method.
4. Repeat the exact same testing process one or multiple times with the same sample
group.

Submitted by:
CARMELLE ANN B. BACLOR
MM Student