LABELING A TEACHER’S IDENTITY BEYOND SCHOOL REPUTATION: THE ALMA MATER’S INFLUENCE ON THE...

8/12/2019 LABELING A TEACHERS IDENTITY BEYOND SCHOOL REPUTATION: THE ALMA MATERS INFLUENCE ON THE EFFECTI

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FAR EASTERN UNIVERSITY

LABELING A TEACHERS IDENTITY BEYOND SCHOOL REPUTATION:

THE ALMA MATERS INFLUENCE ON THE EFFECTIVENESSOF SPECIAL EDUCATION TEACHERS

by

Blas, Hanna Rachel E.

Garcia, Mark Anthony III R.

Mendoza, Lorelli Anne D.G.

Far Eastern University

ABSTRACT

Schools are considered to be one of the many institutions in society that is

considered to be highly influential. Through the years and time, the Alma Mater hones the

becoming of students holistically. The direct relationship between the Alma Mater to its

students can be evident or not given that, it varies upon the uniqueness of an individual.

The purpose of this study seeks to aim the influence, whether positive or negative, brought

by the Alma Mater to its graduates in their own respective field of work. A researcher-made

instrument and an adapted Special Confidence Scale were used in measuring theconfidence, competence and effectiveness of Special Education teachers working in private

schools in Manila. Furthermore, teaching styles, classroom management and the presence

of competition among teachers are also measured on the basis of the underlying influence

by the Alma Mater. The study revealed that SPED teachers in private schools in Manila are

mostly young females who hold a bachelors degree. It was also found out that SPED

teachers strongly agree that their Alma Mater transformed them into professionals who

are competent, confident and effective. In competition, SPED teachers stated that there is

an absence of competition among the faculty even though they came from different

universities and colleges. However, SPED teachers confirmed that they view competition

as a challenge which enables them to enhance their level of proficiency and professional

growth and development. With the influence of a graduate from their Alma Mater,

professionals can share meaningful learning experiences that can be used for the

improvement and development of school institutions amidst differences.

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Introduction

A school institution is a home where students create their humble beginnings and

through time, students gradually transform into professionals who are competent,

confident and effective. Arguments across the globe and time have been studied in order

to prove the direct relationship of the Alma Mater to its graduates. Taylor and Martin

(1995) as cited by Bridgeforth (2011) propose that understanding the importance of alumni

giving behavior is key to the success of an institution, and that it is the single most

important index of esteem in which the institution is held by a key group of individuals (p.

284)

Moreover, Hartman and Schmidt (1995) as also mentioned by Bridgeforth (2011)

suggested that current institutional performance affects alumni satisfaction, (p. 198).The

contentment of the graduates does not only depend upon the anticipated or pleasing

encounters that theyve underwent but rather to the quality of results and services

rendered by the school institution (Hartman and Schmidt 1995 as cited by Bridgeforth

(2011). These statements provided a clear representation of the connection of the Alma

Mater and the impacts that it can bring to students. These influences are necessary to be

defined so that it can be used for improvement and development of school institutions. On

the other hand, as cited by Kovats (2006), there are researches suggesting that schools

bring little influence to bear upon a childs achievement that is independent of his

background and general social context (Coleman et al., 1966, p. 325; Jencks et al., 1972).

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Grounded by the influence of the Alma Mater, the researchers focuses are the

positive and negative qualities acquired by the Special Education graduates. This study

aimed to give a comprehensive description of how these graduates deal in their working

environment through the use of their adapted knowledge, skills, attitudes, values and most

especially the experiences. People tend to associate the totality of an individual based on

physical attributes, socio-economic status, educational background and others, without

looking deeper on to the potentialities and possibilities of what an individual can fully offer.

Associating a persons identity according to his educational background varies depending

upon the quality of popularity of an institution.

It may be enough that such attainment has been received however there would still

be classifications of standings based on school reputations. These facts led the researchers

study if there are influences brought by the Alma Mater that affect the becoming of

graduates. Teaching performance can be affected by the underlying personal traits and

characteristics of an individual therefore all of these things can manifest on the

effectiveness of a teacher (Polk, 2006). The researchers rooted on the gist of the internal

factors such as feelings, emotions, motivations and perceptions to validate whether what

kind of teaching performance and effectiveness is present as it coexists with its influence

in their respective Alma Mater. In line with this, the researchers also aimed to know if these

internal factors affect the relationship of a teacher with other workmates. The researchers

believed that the strong foundation of a professional lies on how the Alma Mater hone the

character and potential of their students holistically so that they can be productive and

useful citizens for the betterment of society.

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Background of the study

In this 21stcentury, a lot of innovations have been improved in the field of education

specifically, in Special Education. Courses such as field studies, observational child studies

and practice teachings are being offered. Student-teaching is a great opportunity for

students to demonstrate what they have learned for almost four years; this activity enables

students to be exposed to the duties and responsibilities that will be entrusted to them. It

can be presumed that practice teaching students who excel in their practicum will be

successful teachers in no time. Many experts believe that student teaching experience

guarantees the effectiveness of a teacher, allowing them to receive meaningful learning

opportunities ahead of time (Cook, 2002).

These activities enable students to be exposed to different universities, colleges,

schools or institutions that will help them understand the complexities and diversities of

each student or teacher as reflected upon the Alma Mater they came from. Individuals

are believed to abstract and to integrate information that is encountered in a variety of

social experiences, such as exposure to models, verbal discussion, and discipline

encounters. Through these abstraction and integration, they mentally represent their

environments and themselves in terms of certain crucial classes of cognitions that include

response-outcome expentancies, perceptions of self-efficacy, and standards for evaluative

self-reactions. These cognitions are believed to affect not only how they respond to

environmental stimuli but also the environments they seek out for themselves (Grusec,

1992: p6).

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This means that a student can imitate and act out what they see and what they hear

due to the exposure to their environment; this may be through verbal communication, non-

verbal communication and/or simply by observing the people around them. Furthermore,

they can also imitate what the other people do unconsciously around them. With that

abstraction, that they had absorbed the culture, characteristics and behavior of the people

around them, they are now representing the environment they had - the environment they

are used to be exposed to. Teacher-education programs help to utilize the productivity of

quality of teachers (Cochran-Smith, 2002; Wilson, Floden, &Ferrini Mundy, 2002). The

experience of interns helps them understand the reality of the situation. It provides them

a grasp of the daily obligatory tasks that must be complied.

Therefore, it is necessary that universities should give due quality education by

providing the needed experience and time for their students. Hinders (1995) as cited by

Kessel,et.al (2009) noted that Universities must take an active role in preparing teachers

to be competent.The researchers themselves experienced certain situations that proved

the presence of the strong relationship of the alma mater to its graduates. The incident

that urged the researchers to come up with this research topic was the feeling of inequality;

students werent given equal chances and opportunities to demonstrate their skills. In

addition to that, the priorities were not fairly distributed to the students. All of these

circumstances proved that there is a big influence of the alma mater into the students

lives. Overtime, this influence is concurrent in the field of work. Employment and faculty

collaboration are also greatly affected by these influences.

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The scope of the influence does not only cover the field of education, almost all.

Business, tourism and graduates from different field experience social disparity as affected

by their alma mater. The researchers as future Special Education graduates feared that

these facts are really present in the field and that it may affect their performance in the

long run. With this descriptive study, the researchers can provide facts and information of

the influence brought by the alma mater; this can give a gist of the actual scenario of whats

really happening in the working environment. It can also provide students a background so

that they can prepare and be aware in the endeavors and demands in work.

Synthesis

Studies have shown that there is an existing influence of the Alma Mater to their

graduate. Loyalty, commitment and satisfaction are the variables that strengthen and

intensify the relationship of the two entities. Such Influence can be concurrent in the field

of practices and outcomes can be beneficial or not to the whole student body. Since, school

institutions have the desire to empower their reputation; the advocacy is to invest their

graduates upbringing as a professional as they carry the institutions name. School

administration provides quality learning experiences that could hone the students

competency and confidence that could make them effective. Competency enables students

to acquire the basics which will be their edge among others and weapon in their field.

Confidence is the belief of the teacher to carry out a specific lesson and task, fruitfully. A

teacher that is confident on his teaching styles and methodologies inside his classroom can

be a factor that can influence his efficiency.

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Thus, having a confident teacher can keep their student motivated; the students

will trust their teacher because they know that their teachers are knowledgeable and

skillful. In order for teachers to be effective, they must possess variety of teaching

strategies and knowledge to manage their classroom as these factors facilitate the teaching

and learning process.

These are also predictors of successful and desirable outcomes. In addition, the

entire student body should cooperate and collaborate to meet the goals of the school. Each

faculty members should work as one. Thus, indifferences and various perceptions can lead

to clashes of ideas and unhealthy competition. These can also benefit the entire school

community based on how they see and utilize these indifferences.

To sum it up, an effective teacher is someone who is competent and confident.

Effectiveness of a teacher is somehow being affected by the personality traits he/she has

as well as how he/she perceives the teaching profession. If a teacher is competent and

confident enough to handle a class, which is composed of students with special needs

he/she is therefore entitled to be an effective ones. Teachers effectiveness could also be

measured on how the instruction takes place. Effective teachers must have the capability

to use different teaching styles and strategies that could lead them to produce meaningful

and relevant instructional materials.The uniqueness of this research offers the

combination of the building blocks in education; the Alma Mater and its students. School

institutions are expected to produce well-rounded and productive professionals: in this

case, highly qualified teachers. The relationship of the two most important elements is

crucial as to its content and extent are broad.

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Having divided the influences into different sub-branches will provide definite

explanation and clarification as to how it functions in todays modern era. Empowering the

commitment and association of the Alma Mater in producing competent, confident and

effective Special Education teachers will strengthen the longing and drive of educational

advocates to make a better stand in the improvement and development in the Philippine

Educational system. Moreover this research gave meaningful and relevant information as

to how the Alma Mater can enhance their undergraduates professional growth and

development. These combined forces are the foundations and pre-requisites in the

readiness and preparedness of each of the Special Education Teachers.

Indeed, the first step in fulfilling the needs of others and inculcating the right

knowledge, attitudes, values and skills is to examine the completeness and credibility of

oneself. Children with special needs deserve the best and appropriate way to be educated

and Special Education Teachers have the ultimate responsibility in providing these needs.

This mission that each of the SPED teachers are bounded, the role of the Alma Maters

comes in. They should support the upbringing and becoming of these professionals as this

process requires joint responsibility, accountability, passion, service and dedication.

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Summary of Findings

The following are the questions which have been given due clarifications namely:

1. What is the socio-demographic profile of Special Education Teachers working inprivate schools in Manila in terms of:

a) Name of Alma Mater in CollegeIn the four private Special Education schools in Manila, a total of 21

respective Alma Maters from the Special Education Teachers were included in

the study. Most of the Alma Mater of the SPED teachers was from the vicinity

of Manila also. The most number of SPED teacher respondents came from

National Teachers College. The diversity and uniqueness of culture from SPED

teacher respondents Alma Mater were emphasized.

b) Name of school where they are currently workingFrom the total number of special education teacher respondents who

willingly participated in the study, 14 of them, which is the most number of

respondents, came from the Philippine Institute for the Deaf. Cerecare Phil Inc

with 10 participants, St. Teodora School and Tutorial Arts Center with 12

participants, and 4 participants are from Saint John of God Special School.

c)

Gender

Among the three private SPED schools, it was identified that female teachers

outnumbered male teachers in terms of number. However, this doesnt mean

that male teachers are less competent, confident and effective than female

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d) AgeTeachers working in private SPED schools in Manila are almost in the age

ranging from 21-30. This can be concluded that the young teachers dominated

the superior teachers.

e) Educational AttainmentIn association with the young teachers that have participated in the study

whose age ranges from 21-30, young teachers level of educational attainment

was spotted in the Bachelors Degree. On the other hand, none of SPED teacher

respondents hold a doctorate degree.

f) Years of Teaching ExperienceIn line with age and educational attainment, SPED teachers working in

private schools in Manila have less teaching experience that ranges from 1

month to 3 years.

2. How do Special Education teachers rate their performance as influenced by theAlma Mater in terms of:

a. Competence,The total level of competency as influenced by the Alma Mater of the

graduates is high with a composite mean of 4.44. Special Education teachers

STRONGLY AGREE that their Alma Maters gave them holistic learning

experiences which enabled them to acquire generic competencies such as

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communication skills and interpersonal skills with a composite mean of 4.68.

The lowest mean scores found in the level of competency is 4.13 which states

the competency of SPED teachers in terms of decision making, problem solving

and discipline-specific skills.

b. Confidence, andThe level of confidence among SPED teacher respondents is very high with

the mean of 4.40. Regarding on how open teachers are in sharing their

knowledge and experiences to their co-teachers and how they feel they are

today is largely influenced by their alma mater had the highest mean of 1.5. The

statement indicating that being proud as a graduate of Special Education of their

respective alma mater got the lowest mean of 4.38.

While the level of confidence of teacher respondents with regards in

teaching students with diverse needs, the general education got the highest

mean of 4.43. On the other hand, handling students with visual impairment got

the lowest mean of 3.13. It can be concluded that private education teacher

respondents in Manila are still at ease in teacher in the general education

setting. They are very confident that they can also be very effective teachers of

students with regular needs.

The results also indicates that teacher respondents have the least

confidence in teaching students with visual impairment, meaning they dont see

themselves very effective when it comes to teaching students with the said

disability.

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c. Effectiveness?The level of effectiveness of the Special Education teacher - respondents

with a composite mean of 4.24 represented that there were really influences

acquired from their Alma Mater during their pre-service education.

These influences showed that the SPED teacher respondents were trained

to be responsible enough in handling duties and responsibilities with a mean of

4.53 which was interpreted as STRONGLY AGREE.

On the contrary, the results also showed that the respondents did not see

themselves as very influential to their co-teachers and superiors but it still

garnered a high mean of 3.75.

3. How effective are the graduates of Special Education from different schools interms of:

a. Teaching styles, andThe level of familiarity of the teacher respondents in different

teaching strategies with regards to their alma mater got the composite of

4.32. With respect to exposing of the teacher respondents by their alma

mater in different learning environment and activities had the highest mean

of 4.38, these learning environment and activities helped the teachers gain

familiarity to different techniques in teaching.

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On the other hand, practicing of the styles they have acquired to

their alma mater and the respondents saying that their alma mater taught

them different strategies came last with the mean of 4.25.

But this doesnt mean that their alma mater didnt equip them with

various teaching strategies they need in presenting the lesson to their

students because it still had a high mean. Nonetheless, having the mastery

and familiarity with different teaching strategies will essentially help the

teachers in demonstrating the lesson to their students.

b. Classroom management?The over-all mean of 4.30 of the level of effectiveness of the SPED teacher

respondents in terms of classroom management revealed that the Alma Maters

influences honed them to be effective and efficient managers of the classroom.

Given the findings, with the mean of 4.40, it was confirmed that teacher

respondents were effective in organizing students records and in using

different reinforcement as a tool in maintaining the orderliness of their

classrooms.

On the other hand, the special education teacher respondents showed that

they have not fully acquired the skills in organizing classroom facilities as how

they looked at their Alma Mater. This item got a mean of 4.10. It may mean that

the respondents have their own perspectives on how they will organize their

classroom facilities.

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4. What is the level of competition among the Special Education teacherrespondents?

The level of competition among the SPED teacher respondents is high with

a composite mean of 3.69. With regards to the attendance of seminars, workshops,

and trainings, this statement is the most influential with the mean of 4.43. On the

other hand, the lowest got 2.63 which showed the undefined competition in terms

of their differences in the Alma Mater. Nonetheless, the results exhibits that there

is a healthy competition present in their environment. Respondents feel that they

need to work harder to help themselves grow and develop professionally.

Furthermore, the data shows that there is no frustration on them in terms

of the popularity of the Alma Mater where their co-teachers came from.

Conclusion

The socio-demographic profile of the teachers showed that the teaching profession

is still dominated by the female teachers. It also revealed that Special Education Teachers

working in private schools in Manila have the age range from 20 years old to 30 years old.

This emphasize that young professionals outnumbered the seniors in the field. The age

range of the Special Education Teachers is associated to their level of educational

attainment and years of teaching experience. Most of the SPED teachers have bachelors

degree and has a 1 month to 3year teaching experience. It was delve in the research that

there is a relationship and an underlying influence of the Alma Mater to its graduates.

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As the Alma Maters being influential institutions, they have an advocacy to promote

professional growth and development. School institutions strive their very best to provide

quality educational programs for the benefit of their students. The study showed that

Special Education Teachers level of competency wasgreatly affected by their Alma Mater.

They have implied and integrated the generic and specific-discipline competency that they

have acquired in their Alma Mater in the present working environment. All of the skills that

they have obtained are essential and practical towards the execution of their duties and

responsibilities as a professional. In the work published by Davies (2001) regarding

Confidence! Its Role in the Creative Teaching and Learning of Design and Technology,

competency is considered a motivator and an indicator before obtaining confidence.

Teachers in the study have the desire to acquire competency; they want to build

and sharpen their skills because confidence lies in the areas of competency. It was found

out that teachers were insecure even though they have the nature of their profession.

Teachers have difficulty in understanding their professional roles because they were unable

to execute confidence because of certain deficiencies, insecurities and lack of

competencies. In relation to the study of Davies and this study, it can be concluded that

the first step towards confidence and effectiveness is competency. One cannot go to the

next level without acquiring the needed competencies in a chosen expertise. An individual

must always have a weapon in executing the obligatory duties and responsibilities in the

field.

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With the data results, the researchers conclude that most of the teacher

respondents can demonstrate and do their duties and responsibilities effectively to the

maximum extent possible through the skills and knowledge that their Alma Maters have

imparted. These serve as a tool for the SPED teachers to continue doing better in their

profession. Researchers also conclude that even if the Special Education teacher

respondents are effective enough in terms of facing their duties and responsibilities still

they do not look at themselves as a very influential member of the faculty and to their

superiors. They may be influential but not to the extent that they are interfering other

teachers professional growth.

In the study of Giallo and Little(2003), it was mentioned that Self-efficacy has been

identified as an important predictor of teacher effort and persistence (Bandura, 1986;

Emmer & Hickman, 1991); instructional effectiveness (Ashton & Webb, 1986; Gibson &

Dembo, 1984); and efficient classroom organization, planning and practices (Gibson &

Dembo, 1984; Pajares, 1992). (p.22). This means that self-efficacy which is associated to

teachers effectiveness is a good factor touse in measuring teachers effort in improving

his/her of teaching as well as how effective the instructions used by the teachers are. It

is therefore concluded that the respondents level of effectiveness is much seen in

organizing and managing their students IEP files, class records and portfolio. The abilities

of doing so are inferred to be an influence by the institution where they came from. This

supported the researchers conclusion that the Alma Mater is a very influential place where

students acquisition of the knowledge, skills, attitudes and values take place.

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School administrators should refine their curriculum; they should set high standards

with specific, measurable, attainable to be able to cover the vital contents that will produce

well rounded professionals. Educational programs and activities like field studies,

observational child studies, practice teaching and hands on learning experiences should be

established in order to expose and hone the potentialities of their students. These things

will enable students to have awareness and preparedness with regards to their

specialization. Seminars and workshops involving different students from universities or

colleges should be implemented in order to improve socialization and inter-personal

relationship.

These will help address the diversity and build confidence to students. Furthermore,

scholarship grants and incentives will be provided for highly qualified students to pursue

their profession even better and harder. Advertisements will also be effective in order to

entice individuals, most especially males as to how successful teaching profession can be.

All of these learning experiences will give awareness and preparation to the

students of the real situation in the field. The researchers recommend that the aspiring

special education teachers should prioritize their learning so that they can master and

execute the duties and responsibilities that will be entrusted to them in the long run. In

accordance with the study, they should use the acquired influence from their Alma Mater

in the appropriate manner; to utilize the knowledge, skills, values and attitudes that they

have received. The researchers recommend that school administrators of school institution

should provide teachers a wide range of programs and activities that will help build their

professional growth and development.

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Trainings, seminars and workshops that give knowledge about the different

teaching strategies and classroom management should be implemented. This is to help

teachers maximize their potentials to the extent possible. These would also help them to

facilitate efficient learning to children with special needs. In order to build a positive

harmonious working environment, school administrators should produce and organize

fruitful and substantive faculty activities so that all SPED teachers will be able to know their

co-faculty deeper. These would help each of the faculty members gain mutual trust and

confidence with one another. Team buildings, out of school trips and faculty meetings are

a few to establish open communication amongst faculty members. By doing these, it will

minimize insecurities, competition, anxieties, stress, inferiority, superiority and diversity as

to these teachers came from different universities.

In addition, the researchers propose to every SPED teacher to do their 100% in

teaching. They should also be confident with what they can do as a teacher because the

teachers upbringing first starts within oneself. For a teacher to be highly effective in the

field, he/she should take all the good points that his/her Alma Mater is providing.

Effectiveness of a teacher starts from own experiences provided by their college degrees

and these experiences hone them as professionals. The researchers recommend that

student teachers should take their courses seriously because it will lead them to have

brighter future. For those who are in the field, continue striving for excellence for your own

growth and development. The researchers suggest that in-service teachers should be a

positively influence towards one another so that teachers will be able to achieve their goals

hand-in-hand. Through this, all teachers will be effective in their profession.

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