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Abstract

Home-community-school support system and the teachers’ professional development

Author: Villarey Jr., Ramon Velasco

The study determined the effects of home-community-school support system on the teachers’ professional development in the Division of Naga City, school year 2018-2019. Specifically, it looked into the following: (1) the quality of support system in the Division of City Schools of Naga along curriculum, instruction, community involvement, and, research promotion; (2) the significant differences in the quality of systems among respondents and among aspects; (3) the level of professional development of these teachers in terms of conceptual, human, and, technical aspects; (4) the significant differences in the level if professional development among respondents and among categories; (5) the significant relationship between quality of homecommunity-school support system and teachers’ professional development program that may be proposed to enhance the participant of the home, community and school in teachers’ development. This study employed the descriptive and correlation method in analyzing the results using percentage technique, weighted mean, Pearson Product Moment Correlation, and Analysis of Variance in the treatment of data: guided by the assumptions that: (a) the teachers in Naga City Division received different kinds of support from their administrators and supervisors; and, (b) the teachers attended different professional development trainings. The hypotheses that: (a) there are significant differences in the quality of systems among respondents and among aspects; (b) there are significant differences in the level of professional development among respondents and among categories: and, (c) there is significant relationship between quality of homecommunity-school support system and teachers’ professional development, were tested.The data were gathered through a questionnaire to 756 respondents composed of two hundred eighty two (282) teachers, two hundred sixty (260) pupils, one hundred thirty parents (130), twenty six (26) school heads and fifty eight (58) city/barangay officials of Naga City. It was found out that (1) the quality of support system to the teachers in Naga City Division had an overall mean of 3.05, along curriculum was 3.10, along instructions was 3.05, along community involvement was 3.06, and along research promotion was 2.98; (2) the quality of support systems between respondents has a computed F value of 22.508, p-value of 0.000; among aspects, the F value was 1.233, p-value was 0.303; (3) the level of professional development of teachers was computed at 3.08, along conceptual development the mean was 3.10, and, along technical aspects was 3.04; (4) the level of professional development has a computed F value of 96.417, p=0.000, among respondents, F value was at 0.838, the p-value was 0.437 for categories; (5) only two of the tested aspects resulted to significant relationships: curriculum and human (r=0.658, r²=43.30%), instruction and human (r=0.6877, r²47.29%); and a (6) a development program may be proposed to enhance the participation of the home, community and school in teachers’ development. It was concluded that: (1) there was a strong support system and the quality given or extended to the teachers of Naga City Division was good along curriculum, instructions, community involvement, and research promotion; (2) there was a statistically significant difference between the responses of the respondents on their perception on the quality of support systems; (3) the teacher’s level of professional development on conceptual, human and technical aspects was high; (4) there was a significant difference on the level of professional development of teachers between respondents; (5) the quality of support system along curriculum, instruction and community involvement had positive correlations with conceptual, human and technical aspects of teachers’ professional development; (6) the proposed development program could enhance the participation of home, community and school in teachers’ development.

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