Valley International Journal Digital Library

VIJ Digital library
Articles

Compliance with the Code of Conduct and Teaching Performance

PDF
  • Jovy Gernalin,
  • Mylene Bautista,
  • Guarin Maguate
Jovy Gernalin
Head Teacher III, Department of Education, Philippines
Mylene Bautista
OIC School of Graduate Studies, STI West Negros University
Guarin Maguate
Secondary Science Teacher, Department of Education, Philippines
Published in : International Journal of Scientific Research and Management (IJSRM) , Vol. 11 No. 11 (2023)

Published 2023-11-11

Keywords

  • Code of Conduct,
  • Compliance,
  • Teaching Performance

Copyright (c) 2023 Dr. Jovy B. Gernalin, Mylene A. Bautista, Guarin Maguate

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The main purpose of this study was to determine the compliance with the code of conduct and teaching performance of 347 public elementary teachers of 6th Congressional District of Negros Occidental using stratified random sampling. The descriptive research design was used. The modified survey questionnaire adapted from the study of Jongue (2010) and approved Individual Performance Commitment and Review Form (IPCRF) for S.Y. 2015-2016 was utilized to get the needed data. The data collected was analyzed using frequency and percentages, mode and Pearson-r correlation coefficient. Moreover, Focus Group Discussion (FGD) with 10 participants was utilized to enrich and supplement the results of the study. Results revealed that in terms of profile, majority of the participants were female, ages 31-40 and 11-20 years in length of service. For the teaching position, majority of the participants were Teacher 1 and Bachelor degree holders. For school location, majority of the participants were in the municipality. Furthermore, findings showed that the extent of the compliance with the code of conduct of the participants was “Always” and their overall teaching performance was very satisfactory. The study found significant differences in the variables and grouped according to the code of conduct. Finally, there were significant relationships found in various components of code of conduct and teaching performance. Recommendations on the findings for the capacity build-up of the participants in complying the code of conduct and teaching performance were given. Lastly, a Teachers Development Program (TDP) was proposed.

PDF

References

  1. Acom, E. M. (2007). Relationship between job factors and employee commitment in private primary schools in greater Kampala district. Unpublished masters (of Arts Educ. Mgt.) dissertation, Makerere University, Kampala, Uganda.
  2. ACT Public Service Code of Ethics (2008). Teacher’s code of professional practice.
  3. Adams, E.M. (2007) Ethics and the Aims of Education. In Blakstone, W. and Newsome G. (Eds), Education and Ethics (pp.33-47). US: University of Georgia Press.
  4. Adeyemi, T. O. (2008). Teacher’s competence and student’s learning outcomes in senior secondary school in Ondo State. JSTAN, 3, 2042-12, 2008.
  5. Adunola, O. (2011),“The Impact of Teachers’ Teaching Methods on the Academic Performance of Primary School Pupils in Ijebu-Ode Local cut Area of Ogun State,” Ego Booster Books, Ogun State, Nigeria.
  6. Aimoko, I.O. (2012). Preparation of the secondary school social studies Teachers. West Afr. J. Educ.
  7. Aksoy, B. and Tonga, D. (2014). Evaluation of the patriotic attitudes of the prospective teachers according to various variables. International Journal Of Academic Research Vol. 6. No. 1. January, 2014
  8. Alberta Teachers’ Association (2009). Code of Professional Conduct.
  9. Alimi, R. B., Alabi. F. S. and Ehinola G. J. (2011). What teachers want: Better teacher management, Melbourne, Grattan Institute, p. 5.
  10. Allen, Sarah J. (2012). Parent Engagement: Strategies for Involving Parents in School Health. Atlanta, GA: U.S. Department of Health and Services.
  11. Ambogo, M.M. (2012). Relationship between availability of Teaching and Learning Resources and performance in Eldoret district. Moi University. Scholarlink research institute journals. (SRIJ)
  12. American Federation of Teachers National Council on Measurement in Education National Education Association (2013). Standards for Teacher Competence in Educational Assessment of Student. Retrieved from http://www.gets.org.uk/web/FILES/teacher-regulation/framework-on-teacher-competence.pdf. February 4, 2017.
  13. Aminudin, N. A. (20112. Teachers’ perceptions of the impact of professional development on teaching practice: the case of one primary school. Unitic institute of technology.
  14. Anangisye, W. A. L. (2008). Moral education and character development: Learning from the African indigenous education framework. Journal of Adult Education, 16, 1-23.
  15. Anangisye, W. A. L. (2010). Promoting teacher ethics in colleges of teacher education in Tanzania: Practices and challenges. African Journal of Teacher Education, 1(1), 64-77.
  16. Anangisye, W. A. L., & Barrett, A. (2008). Professional identity and misconduct: Perspectives of Tanzanian teachers’. Southern African Review of Education (SARE) with Education with Production (EWP), 11, 5-22.
  17. Anselmus, S. (2011). Teacher’s competence and student’s achievements. Timor East Musa Tenggara province: Timor University Press
  18. Ardales, Venancio B. Basic Concepts and Methods of Research, Educational Publishing House, 2008.
  19. Association of American Educators (2013). Code of Ethics for Educators. Mission Viejo, California.
  20. Atieno, A. J. (2014). Influence of teaching and learning resources on students’ performance in Kenya certificate of secondary education in free day secondary Education in Embakasi District, Kenya. University of Nairobi.
  21. Ayeni, A.J. (2011), “Teachers professional development and quality assurance in Nigerian Secondary Schools,” World Journal of Education, 1(2):143-149.
  22. Balagtas, et.al. (2012). 21st Century Teacher Image to Stakeholders of Teacher Education Institutions in the Philippines. E-International Scientific Research Journal, Volume VI, Issue 1.
  23. Bennell, P., & Akyeampong, K. (2007). Teacher Motivation in Sub-Saharan Africa and South Asia. London: Department of International Development.
  24. Bogler, R. (2011). University researchers’ views of private industry: Implications for educational administrators, academicians and the funding sources. Journal of Educational Administration, 32(2), 68–85.
  25. Brighouse, H. (2012). Should We Teach Patriotic History. Citizenship And Education In Liberal-Democratic Societies. Oxford University Press.
  26. Brown, N., & Benken, B. M. (2009). So when do we teach mathematics? Vital elements of professional development for high school mathematics teachers in an urban context. Teacher Education Quarterly. 36(3), 55-73. Retrieved from Wilson Web. January 22, 2017.
  27. Butucha. Korso G. (2012). Teachers, perceived commitment as measured by age, gender and school type. Greener Journal of Educational Research. Vol. 3 (8), pp. 363-372.
  28. Calmorin, L. M. (2012). Methods of research and thesis writing. Rex Book Store, Manila Philippines.
  29. Calderon, J. F. (2008). Research Methods and Thesis Writing. 2nd Edition. Rex Book Store, Manila Philippines.
  30. Campbell, E. (2010). Professional ethics in teaching: Towards the development of a code of practice. Cambridge Journal of Education, 30(2), 203-222.
  31. Carrington, B., Tymns, P. & Merrell, C. (2008). Role models, school improvement and the “gender gap”. Do men bringout the best in boys and between women the best in Girls? British Educational Research Journal, 34(3), 315-327.
  32. Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8. Retrieved from Electric Library.
  33. Caslib, S. (2012). From oaths to rulebooks: A critical examination of codes of ethics for the social professions. European Journal of Social Work, 6(2), 133-144.
  34. Chang, W. (2010), “Interactive Teaching Approach in Year One University Physics in Taiwan: Implementation and Evaluation,”Asia-Pacific Forum on Science Learning and Teaching 3, (2010). Retrieved from <http://www.ied.edu.hk/apfslt/v3_issue1/changwj/index.htm >
  35. Chueachot, S.. (2013). The Development of an Assessment for Learning Model for Elementary Classroom. International Education Studies; Vol. 6, No. 9. Canadian center of Science and Education.
  36. Code of Conduct (2013). James Cook University. Australia.
  37. Code of Conduct (2012). The Register of Exercise Professionals. 1st Floor G. Graphite Square, Vauxhall Wall, London.
  38. Code of Ethics for Professional Teachers in the Philippines. (n.d.). In EduPhil.org Forum. Retrieved March 26, 2015, from http://eduphil.org/code-of-ethics -for-teachers-in-the-philippines.html.
  39. Cohen, D. K., & Hill, H. (2010). Instructional policy and classroom performance: The mathematics reform in California. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.
  40. Croswel, K. M. (2013). The teaching of psychology course: Prevalence and content. Teaching of Psychology, 29, 140-142.
  41. Crown, S.A. & Spiller, L. R. (2010). Professionalism, Ethics and Work-based Learning; British Journal of Educational Studies, 44(2),168-180.
  42. Danaher, S., Price, J., & Kluth, P. (2009). Come to the fair. Educational Leadership: How Teachers Learn, 66(5), 70-72.
  43. Darmody, M. & Smyth, E. (2014). Job satisfaction and occupational stress among primary school teachers and school principals in Ireland. The teaching council.
  44. Daft, R. L. (2014). Management. Orlando, Florida: Harcourt Brace.
  45. Darling-Hammond, L. (2010). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1.
  46. Demirtas, Z. (2010). Teachers’ job satisfaction levels. Procedia-Social and Behavioral
  47. Sciences, 9, 1069-1073.
  48. Decker, L. E. (2013). Teacher’s Manual for Parent and Community Involvement. National Community Education Association, Alexandria, VA.; Decker (Larry E.) and Associates, Boca Raton, FL.
  49. Dennis, W. (2011). Teaching in the urban community school. Ward Lock Educational, London.
  50. Department of Education (2014, January). Board for professional teachers. Retrieved from at http://www.deped-ne.net/shared folder/downloads/code%20ofethics.pdf.
  51. Department of Education (2013). Implementing rules and regulations of the Enhanced Basic Education Act of 2013. Official Gazette. Retrieved from http://www.gov.ph/2015/03/21/irr-republic-act-no-10533/
  52. Department of Education (2006, November). National Competency –Based Teacher Standards. Retrieved from http://www.deped.ne.net.shared.
  53. Department of Education, Training and Employment (2013). Standard of Practice: Code of Conduct for the Queensland Public Service.
  54. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Towards better conceptualization and measures. Educational Researcher, 38(3), 181-199. doi: 10.3102/0013189X08331140.
  55. Dinella, L. M., Fulcher, M., & Weisgram, E. S. (2014). Sex-typed personality traits and gender identity as predictors of young adults’ career interests. Archives of Sexual Behaviour, 43, 493–504.
  56. Drago-Severson, E., & Pinto, K. (2006). School leadership for reducing teacher isolation: Drawing from the well of human resources. International Journal of Leadership in Education, 9(2), 129-55. Retrieved from EBSCOhost.
  57. DuFour, R., Eaker, R., & DuFour, R. (2006). Learning by doing: A handbook for
  58. professional learning communities at work. New York, NY: Solution Tree.
  59. Education & Communities (2014). The code of conduct. Retrieved from www.dec.nsw.gov.au.25 March 2015.
  60. Ejuu, H. (2008). Teachers‟ self-esteem, sex, qualification and level of commitment to teaching. Unpublished masters (of Arts Educ. Mgt.) dissertation, Makerere University, Kampala, Uganda.
  61. Ekeke, J. T. (2013). Impact of motivated science teachers on student’s performance in science subjects in Bayelsa State. Online Educational Research Journal. Retrieved from www. Oerj.org.2012. January 24, 2017.
  62. Eliver, A. B., Abule, A. M., Cornel, M.A, & Maguate, G. S. (2023). Teachers Research Perception, Competence and Work Performance: Basis for A Capability Building Plan. International Journal of Scientific Research and Management (IJSRM), 11(10), 42-73.
  63. Ellerhorst, A. M. (2015). A study of the relationship between teacher characteristics and student performance in High School Geometry. Education and Development of The College at Brockport, State University of New York.
  64. Emojong, J. A. (2008). Tororo to sack poor performing head teachers. Saturday Monitor p. 10.
  65. Epstein, J.L. (2007). Connections Count. Improving Family and Community Involvement in Secondary Schools. National Association of Secondary School Principals. v8 n2 p16-22 Oct 2007. Retrieved on January, 2017.
  66. Executive Committee of the Association of Israeli Teachers (2012). Code of conduct.
  67. Evans, P. (2008). “Is an alter-globalization possible?” Politics and Society, 36:2
  68. Fleming, R. (2011, July 24). Factors which affect school performance. Retrieved from https://social.msdn.microsoft.com/profile/ray+fleming
  69. Fredriksson, U. (2008). Quality education: The teachers’ key role. In Education International Working Papers No.14. Brussels, Belgium: Education International.
  70. Fresko, B., Kfir, D., & Nasser, F. (2007). Predicting teacher commitment. Teaching and Teacher Education, 13(4), 429–438.
  71. Francis, B. (2008). Teaching manfully? Exploring gendered subjectivities and power via analysis of men teachers’ gender performance. Gender and Education, 20(2), 109-122.
  72. Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. New York, NY: Corwin Press.
  73. Garver, A. K. & Niskode, A. S. (2015). Gender Gaps: Understanding Style Differences between men and women. Association of Institutional research, Kansas City. Retrieved fromhttp://download.springer.com/static/pdf/947.
  74. Gatbonton, E. (2008). Looking beyond Teachers Classroom Behavior: Novice and Experience ESL Teachers; Pedagogical knowledge Encourage, Teaching Research Journal 12 (2): 16-182, 2008.
  75. Geer, M., (2009). Factors influencing teachers’ professional competence development. Journal of Vocational Education and Training, 59(4), 485-501. doi: 10.1080/13636820701650943
  76. Genza, G. M. (2008). The role of administrators in catholic founded secondary schools in the development of students‟ moral character. Unpublished masters (of Educ. Found.) dissertation, Makerere University, Kampala, Uganda.
  77. Gerald S. (2011). Rewards and job commitment of primary school teachers in Mityana District. Unpublished doctoral dissertation Makerere University, Uganda. Retrieved from http://mak.ac.ug/documents/makefiles/theses/Ssali_Gerald.pdf. January 17, 2017.
  78. Goldhaber, D. E. (2013). Indicators of teacher quality. ERIC Clearinghouse on Urban Education New York NY. Retrieved on December 15, 2016, from http://www.ericdigests.org/2004-1/quality.htm
  79. Greenspan, S. (2013). Determinign teachers’ competence. Retrieved from http://psychology today.com/blog/incompetence/201203/determining-teacher-competence. February, 2017
  80. Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research, 76, 173–208.
  81. Gupta, M. & Gehlawat, M. (2013). A study of the correlates of organizational commitment among secondary school teachers. Issues and ideas in Education. 1 (2013), 59-71. Retrieved from http://iie.chitara.edu.in/pdf/papers/dec_2016/05_IIE.pdf
  82. Gu, X. (2016). Teacher job satisfaction in public schools: The relation to the years of teaching experience. Elementary Education and Reading These. Paper 1.Retrievedfromhttp://digitalcommons.buffalostate.edu/cgi/viewcontent.cgi?article=1000&context=elmed_theses.
  83. Harris, D. N., & Sass, T. R. (2007). Teacher training, teacher quality and student achievement.Unpublished manuscript, Grant R305M04121 from US Department of Education.
  84. Harris, E. (2009). Nationalism: theories and cases. Edinburgh: Edinburgh University Press.
  85. Hassan, G. (2009). The modern SNP: from protest to power. Edinburgh: Edinburgh University Press.
  86. Hill, C. (2010). Job satisfaction among elementary teachers.
  87. Hinds, H. (2008). OECS Generic teachers’ code of ethics. Castries, St. Lucia: OECS Education Reform Unit/Education, Training, Technology and Management Consulting (TECSULT).
  88. Howe, R. K. (2009). A conceptual basis for ethics in teacher education. Vol. XXXVIII No. 3, pp. 5-11.
  89. Huang, S. L. & Fraser, B. J. (2009). Science teachers’ perceptions of the school environment: Gender differences: Journal of Research in Science Teaching, 46 (4), 404-420.
  90. Ingersoll, R. (2014). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499–534.
  91. Ishumi, A. G. (2011). Teacher authority and accountability: Towards improving the teaching profession for quality education. Retrieved on 27 March 2015 from http://www.tenmet.org/public_html/QEC2011/Ishumi.pd
  92. Isozaki Ikuo. (2011). Democratic Society and Political Education.
  93. Israeli State Comptroller Report (2009). Policy on Education.
  94. Jehlen, A. (2007). Professional development. NEA Today, 26, 36-37. Retrieved from EBSCO host. January 26, 2017.
  95. Jensen, R. B. (2010). What teachers want: Better teacher management, Melbourne, Grattan Institute, p.5.
  96. Jongue, G. E. (2010). The Compliance by Provincial Comprehensive Agrarian reform Program implementing with R.A. 6713.
  97. Joolideh, G. & Yeshodhara, D. (2009). Teacher professionalization and organizational commitment: Evidence from Malaysia. Retrieved February 26, 2007 from the worldwide website: http://chiron.valdosta.edu/whuitt
  98. Joan, A. P. & Ibhafidon H. E. (2015). Influence of teachers’ age, marital status and gender on studens’ academic achievement. Asian Journal of Educational Research, vol. 3, No. 4, 2015-2311-6080.
  99. Joyce, B. R. (2009). State of the profession revisited. Journal of Staff Development,30 (3), 44-48. Retrieved from Wilson Web. January 21, 2017.
  100. Kadtong, M. L. (2013). Work Performance and Job Satisfaction among Teachers. International Journal of Humanities and Social Science. Vol. 3 No. 5; March 2013
  101. Knight, P.T. (2009). Small scale research. London: Sage Publications Ltd.
  102. Lauer, D., & Matthews, M. (2007). Teachers steer their own learning. Journal of Professional Development, 28(2), 36-41.
  103. Lee, V.E., & Smith, J.G. (2012, May). The relative importance of home and school in the development of literacy skills for middle−grade students. American Journal of Education. 102, 286−329.
  104. Leech, D., & Fulton, C. R. (2008). Faculty perceptions of shared decision making and the principal’s leadership behaviors in secondary schools in a large urban district. Education, 128(4), 630-644. Retrieved from Wilson Web. January 23, 2017.
  105. Likoko, S. Mutsotso, S. & Nasongo, J. (2013). Adequacy of instructional materials and physical facilities and their effect on quality of teacher preparation in colleges in Bungoma county. International journal of science and research (IJSR).
  106. Littky, D., & Grabelle, S. (2009). The big picture: Education is everyone's business. Alexandria, VA: Association for Supervision & Curriculum Development.
  107. Liu, X. S., & Ramsey, J. (2008). Teachers’ job satisfaction: Analyses of the teacher follow-up survey in the United States for 2000–2001. Teaching and Teacher Education, 24(5), 1173-1184.
  108. Lucillo, L. (2009). What secondary teachers need in professional development. Catholic Education, 13(1), 53-75. Retrieved from Wilson Web. January 21, 2017.
  109. Mabala, et.al. (2013). Physical Education Teachers’ Knowledge on the Professional.
  110. Madamesila, N. M. (2012). Assessment of the Teacher Induction Program towards the Development of Teacher Competencies.
  111. Majanga E.K, Nasongo J.W. and Sylvia V.K. (2010).The Effect of Class Size on Classroom Interaction during Mathematics Discourse in the Wake of Free Primary Education:A Study of Public Primary Schools in Nakuru Municipality. (Unpublished MastersDissertation) Kenyatta University Nairobi-Kenya.
  112. Magno, C & Sembrano, J. (2007). The role of teacher efficacy and characteristics on teaching effectiveness, performance, and use of learner-centered practices. Philippines: The Asia Pacific Education Researcher 16 (1), 73-90.
  113. Maliki, A. E. (2013). Attitudes towards the teaching profession of students from the faculty of education, Niger Delta University. International Journal of Social Science Research, 1(1), 11–18.
  114. Mart, C. T. (2013). A Passionate Teacher: Teacher Commitment and Dedication to Student-Learning. International Journal of Academic Research in Progressive Education and Development. January 2013, Vol. 2, No. 1. ISSN: 2226-6348.
  115. Mbaria, F. (2006). Relationship between learning resources and performance in secondary schools in Ndaragwa district. Unpublished PGDE Project. University of Nairobi.
  116. McAdamis, S. (2008). Don’t just participate – Engage in learning. Journal of Staff Development, 29(1), 9. Retrieved from Wilson Web. January 21, 2017.
  117. McCabe B. N. and Pavela M. U. (2006). Teacher professionalization and organizational commitment: Evidence from Malaysia. Retrieved February 26, 2007 from the worldwide website: http://chiron.valdosta.edu/whuitt
  118. Mckay, B. and Rodniques, A. (2010). Professional Development for Experienced Teachers working with adult English learners. New York: Cambridge University Press.
  119. McKee, M. & McArdle, H. (2007). Notions of teacher professionalism in the context of a racially divided society: the case of South Africa”, in K Lewin, M Samuel and Y Sayed (eds.) (2003) Changing patterns of teacher education in South Africa: policy, practice and prospects. Johannesburg: Heinemann, pp.273-283.
  120. Ministerial Council for Education, Employment, Training and Youth Affairs (2011). Melbourne declaration on educational goals for young Australians, Melbourne. Retrieved 17 March 2015, http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
  121. Morozumi, T. (2012). Neutrality and Education Reform. How Swedish Schools Keep Political Neutrality. Institute of International Education. Stockholm University.
  122. Murnane, R. J. (2014). Staffing the nation’s schools with skilled teachers. In E. Hanushek & D. Jorgenson (Eds.), Improving America’s schools: The role of incentives (pp. 241–256).Washington, DC: National Research Council, National Academy.
  123. Mutchler, H. (2008). Teacher identity in Africa: the case of the Republic of Benin, Unpublished PhD thesis, Stanford University: USA.
  124. Mutebi D, (2007).Save teachers from Being Beggars: Daily monitor 11th October, 2007. PP5 Kampala-Uganda.
  125. Muwagga , T. (2006) Education: Theory, practice and performance in teaching: professionalism, intuition and jazz. University of Bolton Journal Articles.
  126. Mwamwenda, T. S Mwamwenda, B. B. (2012).Teacher Characteristics and pupils Academic Achievement in Botswana Primary Education. International Journal of Educational Development. 9, 1, 31-42.
  127. Nabukenya, Margaret (2010). Influence of Teachers’ Professionalism on Teacher Performance in Busiro Country Secondary Schools, Wakiso District. Makerere University.
  128. Nakabugo, Z. (2008). Poor performance by West Nile schools blamed on low teachers’ incentives. Monday Monitor p. 5.
  129. Namutebi, B. (2006). Reward management practices commitment of teachers in senior secondary schools in Wakiso district, Uganda. Unpublished masters (of Arts Educ. Mgt.) dissertation, Makerere University, Kampala, Uganda.
  130. Ndaloh A.M., Misigo B., Ongek M., Kipsoi E., & Simiyu C. (2009), Primary Teacher Education: Education, Jomo Kenyatta Foundation, Nairobi, Kenya.
  131. No Child Left Behind Act of 2011. Retrieved from www.2.ed.gov/legislation/ES02/107-110.pdf. December, 2016.
  132. Nyakundi, T.K. (2012).Factors affecting teacher motivation in public Secondaryschools in thika west district,Kiambu County, KenyattaUniversityNairobi-Kenya. (Unpublished Masters Dissertation).
  133. Nazari, K. and Emami, M. (2012). Analysis of relation between organizational commitment and professional commitment. Elixir Human Res. Mgmt. 51 (2012) 10661-10664. Retrieved from http://papers:ssrn.com/sol3/papers.cfm?abstract_id=2298898. January 6, 2017.
  134. Noddings, N. (2007). Philosophy of education, 2nd ed. London: Builder West View Press.
  135. Nyakundi, T.K. (2012).Factors affecting teacher motivation in public Secondary schools in thika west district, Kiambu County, Kenyatta University Nairobi-Kenya. (Unpublished Masters Dissertation).
  136. Obasi, M. N. (2011). Urban-Rural Differential in Teaching and Learning of Geography in Ahiazu Mbaise and Owerri Municipal Council in IMO State. Environmental Research Journal 5 (4):140-148, 2011.
  137. O’Hara, S., & Pritchard, R. H. (2008). Meeting the challenge of diversity: Professional development for teacher educators. Teacher Education Quarterly, 35(1), 43-61.Retrieved from Wilson Web. January 21, 2017.
  138. Omen, F. B. (2010). Continuing Education: Embracing a Culture of Creativity.
  139. Ozturk, G. (2011). Public Primary School Teachers’ Perceptions of Their Working Conditions and Job Stress. Institute of International Education. Stockholm University.
  140. Ramsay, M. C. (2016). TEA PEIMS Data.
  141. Republic Act of the Philippines. An act establishing a code of conduct and ethical standards for public officials and employees of republic act no. 6713. Retrieved from http://www.gov.ph/2015/03/03/irr-republic-at-no-6713/.
  142. Republic Act of the Philippines (2001, January). Implementing rules and regulations of republic act no. 9155, governance of basic education act of 2001. Retrieved from http://www.gov.ph/2015/03/25/irr-republic-at-no-1955/
  143. Rice, E. M. (2010). A decade of teacher empowerment: An empirical analysis of teacher involvement in decision-making. Journal of Educational .Administration, 32(1), 43–58.
  144. Richardson, V. (2009). The dilemmas of professional development. Phi Delta Kappan, 84(5), 401-406. Retrieved from Electric Library. January 22, 2017.
  145. Robbins, S. P. (2015). Essentials of Organizational Behavior. New Jersey: Pearson.
  146. Rockoff, J.E. (2014). The impact of individual teachers on student achievement: Evidence from panel data. The American Economic Review, 94(2), 247-252.
  147. Schermerhorn, J. R., Hunt, J. G., Osborn, R. N. & Uhl-Bien, M. (2011). Organizational
  148. behavior. (11th ed.). Asia: John Wiley & Sons, Inc.
  149. Schleicher, A. (2009). Lessons from the world. Educational Leadership, 67(2), 50-55.
  150. Retrieved from Wilson Web. January 23, 2017.
  151. Sims, K. M. (2012). The language of standards and teacher education reform, Educational Policy, 14(1), 94–106, Retrieved 18 March 2015, http://epx.sagepub.com/content/.
  152. Slavik, M. (2008). Teacher competence, Institute of education and communication. University of life sciences Prague. Czech.
  153. Sskamwa, J. C. (2010). Professional ethics for teachers. Kampala: Nets Africana Ltd.
  154. Standards in Education, Children's Services and Skills (2011). Reporting and Assessing Pupils’ progress.
  155. Steiny, J. (2009). A work in progress. Journal of Staff Development, 30(3), 32-37. Retrieved from Wilson Web. January 23, 2017.
  156. Strikes, S. (2011). Highly Qualified Public School Teacher Its Status, Distribution, Determinants and Relationship with Job Commitment and Job Satisfaction. Western Michigan University.
  157. Sturko, P. A., & Gregson, J. A. (2009). Learning and collaboration in professional development for career and technical education teachers: A qualitative multi-case study. Journal of Industrial Teacher Education, 45(3), 34-60. Retrieved from Wilson Web. January 23, 2017.
  158. Thompson, R.W. (2007). Foundations of education: Becoming a teacher. Massachusetts: Allyn and Bacon.
  159. Teacher’s Registration Council of Nigeria (2008). Guidelines for Teacher’s Registration, Abuja: NERDC 2008.
  160. Tonga, D. B. (2014). Evaluation of the patriotic attitudes of the prospective teachers according to various variables. International Journal of Academic research Part B, 2014; 6(1), 172-178. DOI: 10.7813/2075-4124.2014/6-2/b.24.
  161. Travers, P. D. and Rebore, R. W. (2010). Foundations of education: Becoming a teacher. Massachusettes: Allyn and Bacon.
  162. Trehern, M. K. (2010). Running head: Practicing What We Teach: Professional Development. College of St. Mary.
  163. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice. Development and validation of FIT-Choice scale. The Journal of Experimental Education, 75(3),167–202.
  164. Wayne, A.J. & Youngs, P. (2013). Teacher characteristics and student achievement gains: a review. Review of Educational Research, 73(1), 89-122.
  165. Webber, J. L. (2007). Teaching and learning are lifelong journeys. USA. Blue Mountain Press.
  166. Zuzovsky, R. (2013). Teachers qualifications and their impact on student achievement. Center for Science and Technology Education, Tel, Aviv University, Tel, Aviv, Israel.