I am what I am: 2012

Teacher Perception on Change of Attitude towards Innovation

A Research Paper

Presented to

Dr. Olga Alonsabe

Capitol University

Cagayan De Oro City

In partial fulfillment of requirements in

Educational Innovation Technology (EDFD 207)

Presented by

Zenaida C. Peñaflorida

May 19, 2012

ACKNOWLEDGEMENTS

The Researcher would like to extend their deepest thank to the Almighty God and Father for providing us the knowledge and strength to surmount challenges and constraints that that I met in preparation of this research.

I wish also to thank the following for sharing unselfishly their knowledge and materials to make this research came into being.

Dr. Olga Alonsabe, Director Salvador A. Aves, NSO Director, Dr. Luvismin Sy Aves Vice Pres. Of Academic Affairs , Dr. Francis Thaise Cemine, Dean of Graduate School and all The faculty and staff of Capitol University. Sir Pariso L. Orong Principal IV of Bukidnon National High School, Mrs Francisca V. Pagobo. All the faculty, staff, parents and students of Bukidnon NHS.

ABSTRACT

1. Title: Teachers Perception on Change Of Attitude towards Innovation

2. Researcher: Zenaida C. Peñaflorida

3. Type of Document: Research

4. Type of publication: Unpublished

5. Host Institution: Capitol University

Cagayan De Oro City

Region X

6. Sponsor:

7. Key words:

8. Abstract

Findings:

1. Only 40% of our respondents were strongly agree and 60 percent agree on the concept change of attitude towards innovation;

2. Based on the Figure 2 , those respondents ages between 70% belongs to the young generation, 30% belong to adult.

3. Only 50% of the respondent are female and 50% are male, this implies that both men and women were aware of change;

4. 100% of the teacher respondents are college graduate while 20% are presently enrolled in graduate studies 1 or 10 percent of the respondents

5. 40% of the respondents were strongly agree and 60% of the total ]

respondents agree of the idea on change showed the distribution of the respondents in terms of their awareness in the change with the statement “If I could do I please. I would change the kind of word I do every five months”.

6. 40% of the respondents were strongly agree. And 60 percen of the total

respondents agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “One can never feel at ease on a job where the ways of doing thing are always being change”.

7. 70% of the respondents were strongly agree. And 30 percent of the total respondents agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “One can never feel at ease on a job where the ways of doing thing are always being change”.

8. 40% of the respondents were strongly agreed. And 60 percent of the total respondents agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “I prefer to stay with a job I know I can handle than to change to one where most things would be new to me”.

9. 40% of the respondents were strongly agree. And 60 percent of the total

respondents agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “The trouble with many people is that when they find job they can do well, they don’t stick with it”.

10. 40% of the respondents were strongly agree. 50 percent of the total

respondents agree and 10 percent do not agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “I like job where I know that I been doing things about the same way from 1 week to the next”.

11. 30% of the respondents were strongly agree, 50 percent of the total

respondents agree and 20 percent of the respondents do not agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “When I get used to doing things one way it becomes disturbing to change to a new method. ”

12. 10% of the respondents were strongly agree. And 60 percent of the total respondents agree and 30 percent of the respondents do not of the idea on change.Showed the distribution of the respondents in terms of their awareness in the change with the statement “I would take a sizeable increase in salary to get me to voluntary transfer to another job.”

Recommendations

1. Since only 40% of the respondents are strongly agree, the department of education and all line agency should double their effort in the advocacy of change through the community information, home visitation, advertisement, through mass media (e.g. Television, radio and Newspapers);

2. Concerning 50% male adults respondents and 50% female respondents are 100 % college level are interested about change of attitude towards innovation;

3. A plan of action is here by recommended pertaining to the importance of change because 40% of the respondents are strongly agree on th statement of change;

4. Conduct symposium to the Teachers and students how beneficial is change of attitude towards innovation;

5. Focus group discussion can be employed to supplement the conduct of the survey questioner statements and responses; and

6. A further study using a larger sample with different variables is highly recommended.

Table of Contents

Page

CHAPTER 1 - The Problem and Its Scope

Introduction ----------------------------------------- 1

Statement of the Problem -----------------------------------------

Significance of the Study -----------------------------------------

Definition of Terms -----------------------------------------

CHAPTER 2 - Review Related Literature -----------------------------------------

CHAPTER 3 - Research Methodology -----------------------------------------

Research Design -----------------------------------------

Research Locale: -----------------------------------------

Respondents -----------------------------------------

Research Instruments -----------------------------------------

Statistical Tools and Treatment -----------------------------------------

Chapter 4 -----------------------------------------

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

Chapter 5 Summary -----------------------------------------

Appendices -------------------------------------

Chapter 1

The Problem and Its Scope

Introduction

There’s always a time and chance for change, for that change mold a better person. The only thing we can give to help is to give that new innovation the time and the chance. The survey looks at perception on change through a teachers, parents and students attitude towards innovation.

Change is right and proper it further share the concept behind the innovation of the Philippine educational System and Education Program, and to know also the various reasons why every Filipino should all work together to embark on change to cope up with the new trend and demand of time and to be globally competitive.

Statement of the Problem

The study is sought to determine the awareness and concept on the Changes as perceived by the teachers, parents and students in Bukidnon National High Malaybalay City.

Specifically, it aimed to answer following questions:

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

1.1. Age _________

1.2. Gender _________

1.3. Marital Status; and _________

1.4. Educational Attainment? _________

2. What is their concept on the Change (Attitude towards Innovation)

2.1 Statements Response

a. Strongly agree

b. Agree

c. Not agree

d. No Idea

If I could do I please. I would change the kind of word I do every five months. ______

2. One can never feel at ease on a job where the ways of doing things are always being changed. ______

3. The trouble with most jobs is that just when you get used to doing things. Things are always changed. ______

4. I prefer to stay with a job I know I can handle than to change to one where most things would be new to me. ______

5. The trouble with many people is that when they find job. They can do well, they don’t stick with it. ______

6. I like a job where I know that I been doing things about the same way from 1 week to the next. ______

7. When I get used to doing things one way it becomes disturbing to change to a new method. ______

8. I would take a sizeable increase in salary to get me to voluntary transfer to another job. _____

Significance of the Study

Teachers. The recommendation of this study would help teachers to change attitude towards innovation on deeper learning and more thoughtful professional practice.

Parents. The findings of this endeavor would help parents become more involved in change.

Students of graduate studies. The results of this study would serve as viable input to encourage students to accept change to cope with the new demand of times and globally competent.

Scope and Limitation

This study was limited in Malaybalay City, specifically in Bukidnon National high School Teachers.

It also covered the 10 Teachers, 5 male and 5 female who are affected with the change.

Definition of Terms

For better comprehension of the study, the following terms are defined operationally:

Age. This term refers to the cumulative, irreversible change that takes place in an organism, organ, tissue or cell over the life span following the attainment of maturity (Grolier International Inc. The New Book of Knowledge Vol. 4, 1971).

Educational Attainment. This term refers to the highest degree of level of studies that a person had in life or maximum grade level attained by he out of school youth, intermediate, and primary and never attended in school.

Gender. This term is either refers to the single or married from learning development to substantial service of her attitude.

Change. This term refers the attitude towards innovation.

Chapter 2

Review Related Literature

African National Congress (1994a) A Policy Framework for Education and Training Johannesburg: Centre for Education Policy Development.

African National Congress (1994b) RDP - The Reconstruction and Development Programme. Johannesburg: Centre for Education Policy Development.

Berne, E. (1967) Games people play: the psychology of human relationships Penguin.

Carr, W & Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research London: The Falmer Press.

Dean, J. & Sieborger, R. (1995) ‘After Apartheid: the outlook for history’ Teaching History 79, April 1995, pp. 32-38

Dean, J. (1998) ‘Personal and Professional Change: A South African case study’ Curriculum Studies, 6 (3)

Department of Education (1995) White Paper on Education and Training Cape Town: Department of Education.

Department of Education (1996) Education White Paper 2: The Organisation, Governance and Funding of Schools Pretoria: Department of Education.

Department of Education (1997) Curriculum 2005 Policy Document.

Dyer, C. (1999) ‘Researching the implementation of educational policy: a backward mapping approach.’ Comparative Education, March 1999, 35 (1)

Elliott, J. (1991) Action Research for Educational Change Buckingham: Open University Press.

Fullan, M. G. (1991) The New Meaning of Educational Change 2nd edition. London: Cassell Educational.

Ghaye, A. & Ghaye, K. (1998) Teaching and Learning through Critical Reflective Practice London: David Fulton Publishers.

Harland, J. and Kinder, K (1997) ‘Teachers’ Continuing Professional Development: framing a model of outcomes’ British Journal of In-service Education. 23 (1)

Hexter, J. H. (1971) The History Primer New York: Basic Books.

Kahn, M. (1993) Building the base: report on a sector study of science and mathematics education For the Commission of the European Communities, Pretoria, and the Kagiso Trust, Johannesburg.

Lennox, D. (1991) See me after school.

Ministry of Education (2000) A South African Curriculum for the Twenty-First Century. Report of the Review Comittee on Curriculum 2005. Pretoria

Muller, J. (1992) ‘Negotiating difference: towards an education for citizenship after apartheid’ The International Journal of Community Education, 1 (2).

Nichol, J. with Dean, J. (1997) History 7-11: developing primary teaching skills London: Routledge.

Sieborger, R. (1998) ‘How the outcomes came out.’ A personal account of and reflections on the initial process of development of Curriculum 2005’ in Bak, N. (ed.) Going for the Gap Cape Town: Juta & Co.

South African Historical Society (1998) ‘Statement on the Implications of Curriculum 2005 for History Teaching in the Schools by the South African Historical Society’ South African Historical Journal, 38.

Stenhouse, L. (1975) An Introduction to Curriculum Reseach and Development. London: Heinemann.

Stringer, E. T. (1996) Action Research: A Handbook for Practitioners Thousand Oaks: Sage Publications.

Tikly, L (1997) ‘Changing South African Schools? ‘Journal of Educational Policy, 12 (3), pp. 177-188.

Veugelers, W. (2000) ‘Different Ways of Teaching Values’ Educational Review 52 (1).

Walker, M. (1990) ‘History and history teaching in Apartheid South Africa; Radical History Review, 46/47, pp. 268-276.

Chapter 3

Research Methodology

This Chapter discusses the research design, research locale, respondents, and research instruments.

Research Design

This study made use of the descriptive-correlational type of research. Descriptive was made in describing the profile of the respondents in terms of their age, gender, civil status, attainment. Correlational on the other hand was employed in establishing significant relationship between the respondents profile on the concepts of change as regards to the attitude towards innovation.

Research Locale

Bukidnon National High School is located in Malaybalay City, Fortich st. Malaybalay City. Bukidnon National High School remains a leader school in this newly created Division of Malaybalay City where it rightfully belongs.

It is located along the National highway with an area of 67,765 square meters. It is bounded in the northeast by National Highway; Sawaga River in the southwest; Bukidnon State University in the southeast and Barangay Sumpong in the northwest.

Respondents

The respondents of the study were the 10 teachers, 5 male and 5 females in Bukidnon National High School who would be greatly affected by the change. In this study Teachers in the secondary are randomly selected as respondents to enable to collect their perceptions regarding change and to share their views and sentiments. Teachers chosen as respondents were both professional/ eligible and College graduate to find out how they understand change and to solicit ideas from them.

Research Instruments

In obtaining the desired data, the researcher constructed a self-made questionnaire consist of the profile of the respondents such as age, gender, marital status, and educational attainment and Teacher made Test. While in obtaining the respondents’ awareness of change and the researcher used the Focus group Discussion.

Statistical Tools and Treatment

To have an accurate interpretation of the obtained data, the following statistical tools were used:

Focus Group Discussion was used to gain first hand insight into the participants’ behaviors, attitude, language and feelings about the concept and their intuition of the change in curriculum program.

Frequency and Percentage Distributions were used in describing the profile of respondents in terms of age, gender, civil status, and educational attainment.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

This chapter presents the findings and the result of the study as well as the analysis and interpretation of the data gathered. This study consists of quantitative and qualitative presentation and analysis of the data gathered. Part I and Part II are the quantitative presentation of the respondents profile and the frequencies of the respondents’ awareness and interest on change. The part 2 is a qualitative interpretation of data that were gathered through FGD.

Part I. This section represents the analysis and interpretation of the profile of the respondents in terms of their age, gender, and educational attainment.

Figure 1. AGE PROFILE

AGE	Frequency	Percentage
26-36	2	20
37-47	5	50
48-58	3	30
Total	10	100%

Figure no. 1 shows the distribution of respondents reveals that 3 or 30 percent of the respondents are 48-58 years of age and another 5 or 50% for age ranging 37-47 and 2 or 20 percent of the respondents whom are aged 26-36 are lowest percentage.

Figure 2. GENDER

Gender	Frequency	Percentage
Male	5	50
Female	5	50
TOTAL	10	100

Figure no. 2 show that distribution of the respondents in terms of gender, Male has the lowest percentage with 5 or 50 % while the female have 5 or 50 percent.

Figure 3. ACADEMIC ATTAINMENTS:

Academic Attainments	Frequency	Percentage
College Graduate	7	70
Presently Taking Graduate studies	2	20
Ph. D. Graduate	1	10
Total	10	100

Figure no. 3 Shows the Mostly of the respondents are college graduate with a percentage score of 70 percent, 20 percent are those presently taking graduate studies and only 10 percent of the total respondents was a Ph. D. Graduate.

Part II. Awareness and Interest in change.

Statement

Figure No. 1 “If I could do I please. I would change the kind of word I do every five months”

Figure. 1. shows the distribution of the respondents in terms of their awareness in the change with the statement “If I could do I please. I would change the kind of word I do every five months” and it reveals that 40 percent from the respondents were strongly agree. And 60 percent of the total respondents agree of the idea on change.

Figure no. 2 Statement. “One can never feel at ease on a job where the ways of doing thing are always being change”.

Figure. 2 . Shows the distribution of the respondents in terms of their awareness in the change with the statement “One can never feel at ease on a job where the ways of doing thing are always being change” and it reveals that 70% of the respondents were strongly agree. And 30% of the total respondents agree of the idea on change.

Figure no. 3. Statement. “The trouble with most jobs is that just when you get used to doing things are always being changed”.

Figure. 3 . Shows the distribution of the respondents in terms of their awareness in the change with the statement “One can never feel at ease on a job where the ways of doing thing are always being change” and it reveals that 70% of the respondents were strongly agree. And 30 percent of the total respondents agree of the idea on change.

Figure no. 4. Statement. “I prefer to stay with a job I know I can handle than to change to one where most things would be new to me”.

Figure. 4. Shows the distribution of the respondents in terms of their awareness in the change with the statement “I prefer to stay with a job I know I can handle than to change to one where most things would be new to me” and it reveals that 40% of the respondents were strongly agreed. And 60 percent of the total respondents agree of the idea on change.

Figure no. 5. Statement. “The trouble with many people is that when they find job they can do well, they don’t stick with it”.

Figure. 5 . Shows the distribution of the respondents in terms of their awareness in the change with the statement “The trouble with many people is that when they find job they can do well, they don’t stick with it”. And it reveals that 40% of the respondents were strongly agree. And 60 percent of the total respondents agree of the idea on change.

Figure no. 6. Statement. “I like job where I know that I been doing things about the same way from 1 week to the next”.

Figure. 6 . Shows the distribution of the respondents in terms of their awareness in the change with the statement “I like job where I know that I been doing things about the same way from 1 week to the next” and it reveals that 40% of the respondents were strongly agree. 50 percent of the total respondents agree and 10 percent do not agree of the idea on change.

Figure no. 7. Statement . “When I get used to doing things one way it becomes disturbing to change to a new method.”

Figure. 7 . Shows the distribution of the respondents in terms of their awareness in the change with the statement “When I get used to doing things one way it becomes disturbing to change to a new method. ” And it reveals that 30% of the respondents were strongly agree. 50 percent of the total respondents agree and 20 percent of the respondents do not agree of the idea on change.

Figure no. 8. Statement. “ I would take a sizeable increase in salary to get me to voluntary transfer to another job”.

Figure. 8 . Shows the distribution of the respondents in terms of their awareness in the change with the statement “I would take a sizeable increase in salary to get me to voluntary transfer to another job. ” And it reveals that only 10% of the respondents were strongly agree. And 60 percent of the total respondents agree and 30 percent of the respondents do not of the idea on change.

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

The Researcher presently is working at Department of Education Bukidnon National High School Malaybalay City. She loved to conduct research for my research focused on Change attitude towards innovation. I did my best to know the perception on change of some teachers.

In this study we used the (Descriptive research) Frequency distribution.

Findings:

13. Only 40% of our respondents were strongly agree and 60 percent agree on the concept change of attitude towards innovation;

14. Based on the Figure 2 , those respondents ages between 70% belongs to the young generation, 30% belong to adult.

15. Only 50% of the respondent are female and 50% are male, this implies that both men and women were aware of change;

16. 100% of the teacher respondents are college graduate while 20% are presently enrolled in graduate studies 1 or 10 percent of the respondents

17. 40% of the respondents were strongly agree and 60% of the total ]

18. 40% of the respondents were strongly agree. And 60 percen of the total

19. 70% of the respondents were strongly agree. And 30 percent of the total respondents agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “One can never feel at ease on a job where the ways of doing thing are always being change”.

20. 40% of the respondents were strongly agreed. And 60 percent of the total respondents agree of the idea on change. Showed the distribution of the respondents in terms of their awareness in the change with the statement “I prefer to stay with a job I know I can handle than to change to one where most things would be new to me”.

21. 40% of the respondents were strongly agree. And 60 percent of the total

22. 40% of the respondents were strongly agree. 50 percent of the total

23. 30% of the respondents were strongly agree, 50 percent of the total

24. 10% of the respondents were strongly agree. And 60 percent of the total respondents agree and 30 percent of the respondents do not of the idea on change.Showed the distribution of the respondents in terms of their awareness in the change with the statement “I would take a sizeable increase in salary to get me to voluntary transfer to another job.”

Recommendations

7. Since only 40% of the respondents are strongly agree, the department of education and all line agency should double their effort in the advocacy of change through the community information, home visitation, advertisement, through mass media (e.g. Television, radio and Newspapers);

8. Concerning 50% male adults respondents and 50% female respondents are 100 % college level are interested about change of attitude towards innovation;

9. A plan of action is here by recommended pertaining to the importance of change because 40% of the respondents are strongly agree on th statement of change;

10. Conduct symposium to the Teachers and students how beneficial is change of attitude towards innovation;

11. Focus group discussion can be employed to supplement the conduct of the survey questioner statements and responses; and

12. A further study using a larger sample with different variables is highly recommended.

Biyernes, Hunyo 1, 2012