International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) are research, study, and analysis related to early childhood, including: Child development: The topic covers child development, especially grades 1–9 for school, emotional development, moral development, intelligence, Cognitive psychology: The topic covers, but is not limited to, short-term and long-term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, and local reasoning (inductive and deductive). Sociology in School Learning and Teaching: The topic covers, but is not limited to, the social integration of education, socialization, social placement, and social and cultural innovation. Methodologies of teaching and learning: The topic covers, but is not limited to, the teaching method in Digital Revolution 4.0, the metacognitive teaching method, the cooperative teaching method, student-centered learning, and assessment in learning and teaching. Technologies of teaching and learning: The topic covers but not limited to, Teaching technology in Digital revolution 4.0, distance and online learning, evaluation of distance learning, and the effectiveness of distance learning Curriculum review and research: The topic covers, but is not limited to, curriculum and instruction, curriculum development, curriculum evaluation, and the support elements of an effective curriculum. school- and community-based management. The topic covers, but not limited to school-based management, parent participation in School-based management, school-community relations, and community development (economical, social and physical) The topic also opens for high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies, especially in elementary and secondary school education. The Editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews; and theoretical analyses.
Articles
105 Documents
<![CDATA[The Lenses and Experiences of Grade 10 English Teachers on Distance Learning Modalities: A Phenomenological Study ]]>
<![CDATA[Fraulo Fer Marcelo]]>;
<![CDATA[Juana Juanillas]]>;
<![CDATA[Alberto Yazon]]>;
<![CDATA[Karen Manaig]]>;
<![CDATA[John Frederick Tesoro]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.681
<![CDATA[ The qualitative existential-phenomenological study aimed to determine, describe, and investigate the perspective and experiences of the English Teachers on the implementation of distance learning modality using appreciative inquiry (AI) as its organizing principle. The participants were Grade 10 English teachers and selected students from public high schools in the Division of Santa Rosa City, Laguna, Philippines. Specifically, it addressed two central objectives: determine the best and most positive perspective and experiences of the English teachers in the implementation of distance learning modalities and determine the futuristic views of the English teachers on distance learning modalities for its successful implementation. As to the best and most positive lenses and experiences of the English teachers of Grade 10 English teachers on distance learning modalities, there were 20 themes generated. Likewise, as to the futuristic views of the English teachers on distance learning modalities for its successful implementation, 19 themes were developed. Based on the results, several factors that contribute to the development of the positive value system were identified through phenomenological analysis, including personal-related factors, peer-related factors, administration-related factors, stakeholders-related factors, and resources-related factors.]]>
<![CDATA[School Heads’ Leadership Practices in The New Normal, Administrative Disposition, and Readiness of The Public Schools in Laguna ]]>
<![CDATA[Rycel Bungay Villar]]>;
<![CDATA[Alberto D. Yazon]]>;
<![CDATA[Consorcia S. Tan]]>;
<![CDATA[Lerma P. Buenvinida]]>;
<![CDATA[Marcial M. Bandoy]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.683
<![CDATA[School heads from the Philippines and around the globe are currently affronted by unexpected levels of adversities. They are facing threats, and which have been perennial to many, if not all, school organizations. This study assessed the relationship between the school heads' leadership practices, administrative disposition, and readiness of the public schools among school principals in the City Schools Divisions in Laguna for the school year 2020-2021. Two hundred five (205) public school principals were the respondents of the study. The researcher utilized the descriptive-correlational research design and self-made questionnaire to assess and measure the variables under study. The statistical tools used to analyze the data gathered were Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis. Findings revealed that the school heads' leadership practices and the administrative disposition were highly practiced during the new normal in the education system. In terms of the readiness of the public schools, the results revealed that the schools are much ready. The school heads' leadership practices and administrative disposition related the readiness of the school. The school heads' leadership practices in terms of resiliency in stress management and the administrative disposition in terms of inclusivity and accommodative significantly predicted the readiness of the public schools in the five City Schools Divisions in Laguna. This research contributed to the school’s governance operations and contingency plan that will be used by the five city schools in the division of Laguna.]]>
<![CDATA[Distance Learning Delivery Modalities Implementation, Resilience Quotient, and Work Performance of Teachers: A Correlational Study in The Philippines ]]>
<![CDATA[Reynald Joseph B. Fonte]]>;
<![CDATA[Alberto D. Yazon]]>;
<![CDATA[Consorcia S. Tan]]>;
<![CDATA[Lerma P. Buenvinida]]>;
<![CDATA[Marcial M. Bandoy]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 3 No. 2 (2021): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v3i2.684
<![CDATA[The study assessed the relationship between the dimensions of Distance Learning Delivery Modality (DLDM) implementation, resilience quotient, and work performance among public secondary teachers in the 5 City Schools Divisions in Laguna for the school year 2020-2021. Eight Hundred Fourteen (814) public school secondary teachers responded to the study. The global outbreak of COVID-19, a highly contagious coronavirus type, poses unprecedented challenges, particularly in education. Like everyone else, teachers face challenges that test their resilience. The researcher employed the descriptive-correlational research design and researcher-made questionnaire for the Level of DLDM implementation and work performance while an adopted questionnaire in measuring the teachers’ resilience quotient at work. Mean, standard deviation, Pearson r and Multiple Linear Regression Analysis were the statistical tools utilized to analyze and interpret the data gathered. Findings revealed that the teachers were implementing the DLDM properly, they were very resilient at work, and their work performance was very satisfactory. The teachers' level of DLDM implementation and resilience quotient affected the teachers' work performance. Four (4) domains of the teachers' resilience quotient, namely finding your calling, staying healthy, interacting cooperatively, and living authentically, and the design construct of the DLDM Implementation significantly predict the work performance of the teachers. School officials and administrators in the teacher training institute may design and conduct different training programs for the teachers that may enhance their level of resilience quotient and work performance in the new normal. Other elements that may predict teacher performance must be investigated in the future.]]>
<![CDATA[Modelling Motivational Techniques with Teachers' Job satisfaction in Private Secondary Schools ]]>
<![CDATA[Omotayo AWODIJI]]>;
<![CDATA[Josiah Owolabi]]>;
<![CDATA[Abbas Rizvi Riffat]]>;
<![CDATA[Paul Kobina Effrim]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i1.752
<![CDATA[Human needs have generally been accepted as one of the essential components of institutional success. Private schools have surpassed public schools in Nigeria at all levels in terms of numbers and performance outcomes, yet their teachers' job satisfaction has been an issue of concern. This study, therefore, modeled the perceived motivational techniques adopted and their relationship with teachers' job satisfaction. The non-experimental survey design was adopted. Two hundred and fifty participants were randomly selected from a population of 700. The researcher-designed questionnaires called motivational techniques, and teachers' job satisfaction scales were used for data collection. Factor analysis was carried out to estimate construct validity, while Cronbach Alpha was used to ascertain the instruments’ internal consistency (r=0.842 & r=0.958). Results showed that income, promotion, working conditions, and recognition influence private teachers' job satisfaction. Also, income significantly relates to job satisfaction. For practice, private school administrators should design policies using the model to promote teachers' satisfaction, thus facilitating the better performance of students and teachers.]]>
<![CDATA[Development of Literacy-Based Performance Assessment Instruments to Improve Communication Skills in Thematic Learning of Class V ]]>
<![CDATA[Arsy Dilivia Fitri]]>;
<![CDATA[Munaris Munaris]]>;
<![CDATA[Caswita Caswita]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i1.797
<![CDATA[This research aims to (1) produce performance assessment instruments based on literacy that meet the standards (theoretically feasible, practical, valid, and reliable) on thematic learning of grade V elementary school, and (2) produce performance assessment instruments based on literacy that can effectively improve communication skills in thematic learning of grade V elementary school. The research population is all class V learners at 5 State Elementary Schools in Ngurah Rai Cluster seputih Raman District of Central Lampung Regency which amounted to 148 learners. This study uses nonprobability sampling with a type of purposive sampling technique that is a sample determination technique with certain considerations. The data collection techniques used in this study are interviews, questionnaires, observations and documents. The instruments used in the study used nontes. Data analysis techniques used include analysis of validity, reliability, and effectiveness. The results of this study show that (1) istrumen performance assessment based on literacy to improve communication skills developed proven to meet standards (theoretically and practically feasible). (2) iinstrument performance assessment based on reading literacy produced effectively can improve to improve communication skills in thematic learning class V elementary school.]]>
<![CDATA[The Development of Problem-Based Learning LKPD to Improve Students’ Critical Thinking Ability in The Fifth Grade of Primary School ]]>
<![CDATA[Cici Nur Azizah]]>;
<![CDATA[Arwin Surbakti]]>;
<![CDATA[Pargito Pargito]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i1.798
<![CDATA[The objective of the study is to create a PBL-based LKPD product that is feasible to improve critical thinking skills and determine the effectiveness of PBL-based LKPD products in enhancing critical thinking skills using T-test value analysis from pretest and posttest data. The research was conducted in the fifth grade of SD Negeri 4 Candimas consisting of 33 students. The type of study used Research and Development (R&D) carried out referring to the Borg & Gall design model. The results of this study were following the results of the development feasibility test to get results > 86, so it can be categorized as very good. In the t-test value, the value of Sig. (2-tailed) of 0.000 <0.05, so as the basis for decision making in the independent sample t-test, it can be concluded that H0 was rejected and H1 was accepted. Thus, it is concluded that the implementation of PBL-based LKPD is effectively used to improve students' critical thinking skills.]]>
<![CDATA[Assessment of Homeroom Adviser’s Role on School Family Involvement in Senior High School in Manila ]]>
<![CDATA[Ma. Shiela T. Vera]]>;
<![CDATA[Silvia C. Ambag]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i1.807
<![CDATA[Teachers have a vital role in bridging the gap between school and home. Pupils' success is determined by their connection to the educational process. Parental involvement may help students improve their behavior, participation, and achievement. School and community collaborations may also help to improve, assist, and even change learners and individual partners to improve program quality, resource efficiency, and goal alignment. In this instance, Republic Act No. 9155 requires school leaders to have power, accountability, and responsibility in the school and community. The goal of this descriptive research was to assess the roles of homeroom advisers in school-family involvement. The research questioned 375 parents in grade 12 from a selected Senior High School in District VI of Manila. It aimed to examine the degree to which homeroom advisers play a role in school-family involvement as seen by parent respondents for families to participate in school planning, leadership, and volunteering. The overall mean result of the evaluation on the degree to which homeroom advisers affect school-family involvement is involved. The highest indication of respondent's evaluation of the degree of Homeroom Advisers' Role in school-family involvement is Information to families to assist their children's learning, while the lowest indicator is Opportunities for families in school planning, leadership, and volunteer activities. The research recommended that the homeroom adviser's handbook include information on parental involvement in school, planning, leadership, and volunteer activities to increase parents' commitment to high-quality education.]]>
<![CDATA[Intervening Effect of Hybrid Method in Enhancing Secondary Teachers’ Engagement and Satisfaction in Angeles City ]]>
<![CDATA[Jennifer H. Operio]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 1 (2022): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i1.810
<![CDATA[This inquiry was an attempt to probe the intervening effect of technology expressed as the hybrid method or approach in enhancing teachers’ engagement and satisfaction in imparting knowledge to Senior High School. Descriptive-quantitative research was utilized. Fifty senior high school teachers teaching Accountancy, Business, and Management (ABM) strand students are targeted. However, only 35 filled-out survey forms were turned in. The application or homogenization of technology in educating the learners at the Senior Secondary level was recognized. Ethical considerations were employed in conducting this research; they were: respect for anonymity and confidentiality of the information collected; respect for privacy – respondents were given ample time to answer the survey questionnaire; they were protected in such a way that they did not feel intimated, the proponent let another person conduct the survey and was not directly involved with the distribution and collection of the survey instrument. Results show that though teachers utilized the hybrid approach, a small percentage of them still fully utilized the traditional approach in providing information to their learners. Scientific progressions in technology have their own opportunities and challenges. Probing could be made to have coequality for all sets of learners on the implementation of computerization and automation to the ongoing pedagogy in the absence of permitting the ardent method of conveying what the essentials are. As a recommendation, further research could be triangulated, which will involve students and school administrators to further validate the mediating effect of hybrid learning on students' engagement.]]>
<![CDATA[Status of Peace Club Activities in Public Secondary Schools within Kisumu County, Kenya ]]>
<![CDATA[Joshua Owande]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v4i2.835
<![CDATA[The occurrence of student unrest has been on the rise in Kenya and beyond. This has prompted the introduction of Peace Clubs in Kenyan schools. However, despite these efforts, many schools still experience student unrest. This study, therefore, sought to examine the status of Peace Club activities in schools. The study used a theoretical framework informed by contingency theory and integrative negotiations, and peer mediation theory. The study applied a descriptive survey research design with a sample size of 584 respondents. The researcher used focus group discussions, interviews, and questionnaires to collect primary data, while reviewed publications and reports from the County Director of Education office were used to obtain secondary data. The study applied to content and face validity checks to ascertain the relevance of the research data collection instruments, while reliability was ascertained using the split-half method. The data were then cleaned and coded using descriptive statistics, and the results were presented using frequency distribution tables, percentages, pie charts, and bar graphs. The study found that Peace Club activities didn't exist in most of the schools; most students didn't know about Peace Club activities. In schools where they existed, most of them were not active. It was concluded that the nonexistence and/or inactivity of Peace Clubs activities contributed to the student unrest experienced in schools. The study recommended a modification of the existing policy on the creation of Peace Clubs in schools and the conduction of regular supervision to ensure full implementation of Peace Clubs in schools.]]>
<![CDATA[The Exploring Speech Disfluency Patterns in 10th Grade Students at Samal National High School ]]>
<![CDATA[Hanna Cantabaco]]>;
<![CDATA[Erlan Jhon Banda]]>;
<![CDATA[James Russell Husain]]>;
<![CDATA[Franlo Bucog]]>;
<![CDATA[Jovenil Bacatan]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
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DOI: 10.31098/ijtaese.v5i1.838
<![CDATA[This research aimed to determine the everyday speech disfluencies of the Grade Ten students of Samal National High School. Specifically, this study aimed to discover and describe the typology of speech disfluencies in tenth graders. The participants of this study are grade ten students from Samal National High School. Among the 100 extemporaneous speeches of the respondents, 25 purposively selected speeches were subjected to analysis. The analysis revealed ten typologies of speech disfluencies committed in speeches. These are prolongation, blocks, Interjection petition of words, repetition of a phrase, repetition of a syllable, restarts code-switching, and stutStutteringe Possible causes of these disfluencies are mother tongue interference, lack of knowledge of the target language, hesitation, and low vocabulary. With these, language teachers should continuously find strategies to help the students overcome or at least lessen the identified speech disfluencies in discourse and language learning. ]]>
