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THE SELF-CONCEPT AND ITS IMPACT TO THE PROFESSIONAL

ROLES OF TEACHERS IN CAINTA I, DIVISION OF RIZAL: BASIS
FOR PROFESSIONAL DEVELOPMENT PROGRAM

A Thesis
Presented to the
Faculty of the Graduate Studies
Greenville College
Pasig City

In Partial Compliance
of the Requirements for the Degree
Master of Education
Major in Educational Management

ERMIT B. ANCHETA

2022
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Knowledge and education are the basis for all things that can be

accomplished in life. Teachers provide the power of education to today’s

youth, thereby giving them the possibility for a better future. Teachers

simplify the complex, and make abstract concepts accessible to students.

Teachers also expose children to ideas and topics that they might otherwise

not have come into contact with. They can expand on interests and push their

students to do better (University of the People, 2021).

In many professions, it’s easy to overstate the importance of the job.

But in the case of our educators, it’s more likely that people will

underestimate the importance of teachers in our society. For those who have

dedicated their lives to teaching others, it’s good to reflect on the vital

importance well-educated, quality teachers play in shaping the world around

us. Taking on the task of shaping young minds is a big responsibility. To

say that teachers can change lives is not an exaggeration. Consider some of
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the following vital roles that truly illustrate the importance of teachers

(Merrimack College, 2022).

However, teacher quality matters. In fact, it is the most important

school-related factor influencing student achievement. The finding that

“teacher quality is one of the few school characteristics that significantly

affects student performance” is quite consistent with more-recent research.

Also in line with current studies is the report’s finding that “for any groups

whether minority or not, the effect of good teachers is greatest upon the

children who suffer most educational disadvantage in their background, and

that a given investment in upgrading teacher quality will have most effect on

achievement in underprivileged areas (Goldhaber, 2016).

Recent research on self- concept and perceived values has indicated

that these constructs play an important role in affecting individual’s behavior

and performance. For teachers, their self-concept about teaching and their

valuing of learning are likely to influence the way they teach and the way

they perceive their students’ learning abilities. Teacher self-concept can be

broadly defined as teachers’ self-perceptions of their own teaching

effectiveness. Researchers have emphasized the importance of teachers’

competence beliefs (often labeled as self-efficacy or self-concept), which

may influence teacher-related psychological variables. Clearly it is important

for teacher education programs to ensure preservice teachers develop

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positive teaching self-concepts, not only as a major goal in itself, but also as

an important mediating factor that can have a positive impact on other

desirable outcomes in teaching contexts (Yeung et al., 2015).

The researcher believes that self-concept plays an important part in our

overall wellness. It affects the ways we look at our body, how we express

ourselves and interact with our friends, and it even influences how we make

decisions. The potential for a positive self-concept lies within each of us.

Self-concepts can be changes. They are not carved in stone.

A person with a positive self-concept does not necessarily have more

skills than a person with a poor self-concept. But having a positive self-

concept helps when teachers are faced with different challenges, particularly

in performing their professional roles. Therefore, the researcher firmly

believes one of the most important things teacher can do as they work is for

them develop a positive self-concept.

Background of the Study

The teacher becomes an external parent to students as they spend a lot

of time together in school. Teacher’s role transcends following the work

schedule and teaching specific curriculum. They keep working to bring their

students best out. The role of a teacher surpassed the conventional thinking

that a teacher only educates students. They were used to following a specific
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curriculum and had to learn about teaching the curriculum. But in modern

scenarios, the teacher’s role is not limited. Today, they keep educating

students, mentoring students, and giving them practical knowledge (Digital

Class, 2021).

The quality of teacher’s professional activities is influenced by

numerous factors. Some authors emphasize the explanatory power of internal

factors s abilities, personality traits, motivation etc. while some others

emphasize external factors school equipment, legislation etc. Heartedness

opposed to coldness and self-centeredness, 2) responsibility opposed to

unreliability and inconsistence in behavior, and 3) imaginativeness and

enthusiasm opposed to routine behavior. Recently, the concept of classroom

management style (encompasses all these factors and has become central

theme in educational psychology research. Self-concept is rarely seen as a

very important factor of teacher s professional activities, although it could be

expected it is related to both internal and external factors of effective

teaching. Some researchers pointed that there is an extensive literature

concerned with the impact of self-concept on the establishment of goals,

expectations and behavior (Zlatcovic et al., 2012).

Moreover, teachers’ personal values drive their goals and behaviors at

school. Moreover, values can support subjective well-being and an individual

sense of self-efficacy. Teachers’ self-concept, namely teachers’ beliefs in

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their ability to effectively handle the tasks, obligations, and challenges

related to their professional activity, plays a key role in influencing important

academic outcomes (e.g., students’ achievement and motivation) and well-

being in the working environment (Barni et al., 2019).

Self-concept, understood as an impression or idea one has about

oneself, represents a significant precondition for the professional

improvement of teachers, as well as for the advancement of teaching itself

and students’ development of their own positive self-concept.

With the past challenges of teachers in continuing education in the

midst of the pandemic, the present researcher believes that it is important to

know the self-concept of teachers. Many studies prove that a person's

positive self-concept results in his good well-being, which in turn provides a

positive outlook to perform well in his work. But most of the studies

regarding teacher self-concept were at the time before the COVID-19

pandemic was experienced. Therefore, this study is expected to contribute

more information regarding the self-concept of teachers in the imminent end

of the pandemic. It is hoped that the output of this study will be the

development of a professional development program to raise the level of

self-concept of teachers.

Theoretical Framework
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The researcher based her research on Social Identity theory.

Pastorino and Doyle-Portillo (2013) defined self-concept as the image

we have of ourselves. This image develops in a variety of ways, but is

especially influenced by our interactions with significant people in our lives.

The theory divides self-concept into two parts: personal identity and social

identity. Personality traits and other characteristics that make each person

unique are part of our personal identity. Social identity includes the groups to

which we belong, such as our family, community, religion, school, and

others.

The cited theory is very relevant to the current study because the

study's focus is on self-concept, which is the result of interaction with the

environment, particularly evaluation interaction with others, and the

organized set of characteristics that the individual perceives as being unique

to himself or herself. As a result, one of the factors that can influence

teachers' professional roles is their self-concept.

Conceptual Framework

In the conduct of the study the researcher adopted the Input-Process-

Output or IPO as its conceptual framework.

The figure shows that the first frame pertains to the Input of the study

which composed of the respondents described in terms of their gender, age,

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position title, length of service, and highest educational attainment. It also

includes how the respondents describe their self-concept, and the perception

of the respondents about their professional roles as teacher with respect to

Motivator, Evaluator, Partner in Effective Interaction, Cognitive-Diagnostic,

and Regulator of Social Relations.

The second frame represents the Process or the procedure in the

conduct

CONCEPTUAL PARADIGM

Profile of the
INPUT PROCESS OUTPUT
Respondents

gender
age
position title
length of service
highest educational Adoption,
attainment Development, and
Validation of
The Self-Concept of Questionnaire
the Respondents Checklist
Professional
Perceptions of the Development Plan
Respondents about to Improve the
their Professional Self-Concept and
Roles as Teacher Administration and in Performing the
Retrieval of Professional Roles
Motivator Questionnaire of Teachers in
Evaluator Checklist Cainta I, Division
Partner in Effective of Rizal
Interaction
Cognitive-Diagnostic
Regulator of Social
Relations Tabulation, Analysis,
and Interpretation
of Gathered Data
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FEEDBACK

of the study which includes the adoption, development, and validation of

researcher-made questionnaire-checklist, its administration and retrieval, and

the tabulation, analysis, and interpretation of the gathered data.

The third frame pertains to the Output of the study or the professional

development plan to improve the self-concept and in performing the

professional role of the teachers in Cainta I, Division of Rizal.

The arrows imply the continuous process with feedbacks indicating

that if the result is not successful after getting the feedback, another process

will be executed until it attains the desired result.

Statement of the Problem

The study assessed the self-concept and its impact to professional roles

of teachers in Cainta I, Division of Rizal, during the School Year 2021-2022.

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Specifically, the study sought answers to the following questions:

1. What is the profile of the teachers in terms of the following:

1.1 gender;

1.2 age;

1.3 position title;

1.4 length of service; and

1.5 highest educational attainment?

2. ______________________

3. Is there a significant difference on______________ when grouped

according to profile.

4. What is the impact of professional roles as teacher with respect to the

following aspects:

4.1 Motivator;

4.2 Evaluator;

4.3 Partner in Effective Interaction;

4.4 Cognitive-Diagnostic; and

4.5 Regulator of Social Relations?

5. Is there a significant relationship between sop 2 and professional roles

as teachers?

6. Based on the results of the study, what action plan maybe proposed?
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Hypotheses of the Study

The study tested the null hypotheses:

1. That there is no significant difference on how the respondents

describe their self-concept in terms of profile.

2. That there is no significant correlation between the self-concept and

the profile of the respondents.

3. That there is no significant difference in the perception of the

respondents about their professional roles as teacher with respect to

the different aspects in terms of their profile.

4. That there is no significant correlation between the self-concept and

the perceived professional roles as teacher of the respondents

concerning the different aspects.

Scope and Limitations of the Study

The study assessed the self-concept and its impact to professional roles

of teachers in Cainta I, Division of Rizal, during the School Year 2021-2022.

The study considered the two hundred forty (240) or the thirty (30)

randomly selected each from the following public elementary schools in

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Cainta I, namely: Arinda Elementary School, Cainta Elementary School,

Exodus Elementary School, Francisco P. Felix Elementary School, Francisco

P. Felix Elementary School Unit I, Kabisig Elementary School, Planters

Elementary School, and San Francisco Elementary School.

The study adopted the descriptive research design using the adopted

and self-made questionnaire checklist. The self-concept checklist utilized by

the researcher is the Robson Self-Concept questionnaire which is composed

of thirty (30) pre-enumerated statement. On the other hand, the checklist

utilized for the professional roles of the respondents was developed by the

researcher considering the different aspects such as Motivator, Evaluator,

Partner in Effective Interaction, Cognitive-Diagnostic, and Regulator of

Social Relations. There were five (5) pre-enumerated statements each aspect

for a total of twenty-five (25) items. The first part of this checklist was the

profile of the respondents in terms of gender, age, position title, length of

service, and highest educational attainment.

Significance of the Study

The researcher believed that her study would be beneficial to the

following:

School Administrators. The result of the study would help them

identify the effects of self-concept to the performance of teachers in doing

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their professional roles. Thus, they can design programs that would enhance

the self-concept of their teachers.

Guidance coaches. This would guide them in making intervention

programs and action plan to the development of the positive self-concept of

their teachers.

Teachers. The study would give them insights on the importance of

understanding their self-concepts and how it affects their professional roles.

Future Researchers. The result of the study would serve as reference

for them in conducting the same or related studies.

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Definition of Terms

For better understanding of the study the following terms were defined

operationally.

Assessment. This refers to the evaluation or estimation of the nature,

quality, or ability of someone or something.

Cognitive. This involving conscious intellectual activity.

Descriptive. This refers to the type of research is used to describe

characteristics of a population or phenomenon being studied. It does not

answer questions about how/when/why the characteristics occurred.

Diagnostic. This concerned with the diagnosis of illness or other

problems.

Evaluator. This pertains to a person who assesses the amount, extent,

or value of something.

Framework. This refers to assumptions about the learner and the

society such as learners’ capacity and ability, aptitudes and potential for
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learning, motivation, needs, interests and values as well as society’s

orientation to nurturing or using the individual gainfully.

Frequency. This pertains to a tabular representation of a survey data

set used to organize and summarize the data.

Hypothesis. This refers to a supposition or proposed explanation made

on the basis of limited evidence as a starting point for further investigation.

Mean. This refers to the extensively used in descriptive statistical

analysis such as index numbers with corresponding verbal interpretation.

Motivator. This means something that provides a reason or stimulus

to do something.

Percentage. This pertains to "per hundred" and the symbol used to

express percentage is %.

Perceptions. This refers to the ability to see, hear, or become aware of

something through the senses.

Position title. This pertains to the academic rank of the respondents.

Professional roles. This means assuming the demands and

responsibilities of professional authority by taking charge of the condition.

Rank. This pertains to a place within a rating system.

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Regulator. This refers to a person or thing that regulates something.

Scale. This pertains to a five (or seven) point scale which is used to

allow the individual to express how much they agree or disagree with a

particular statement.

Self-concept. This refers to an idea of the self-constructed from the

beliefs one holds about oneself and the responses of others.

Social interaction. This pertains to the process in which individuals

choose to act and react to other members within a social group.

Variables. This refers to any entity that can take on different values.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of local and foreign literature and

studies that are related to the present study. These reading served to

strengthen the theoretical frame on which this study was premised.

Foreign Literature

Cherry (2022) stated that, self-concept is the image of one have of

themselves. This image develops in a number of ways, including through

their interaction with important people in our lives. Learn more about self-

concept, including whether it can be changed and a few theories related to

self-identity and self-perception.

Self-concept is how people perceive their behaviors, abilities, and

unique characteristics.1 For example, beliefs such as "I am a good friend" or

"I am a kind person" are part of an overall self-concept. The self-perception

is important because it affects motivations, attitudes, and behaviors. It also

affects how the individual feel about the person they think they are, including

whether they are competent or if they have self-worth.

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Self-concept tends to be more malleable when people are younger and

still going through the process of self-discovery and identity formation. As

they age and learn who they are and what is important to them, these self-

perceptions become much more detailed and organized. Self-concept

develops, in part, through interaction with others. In addition to family

members and close friends, other people can contribute to our self-identity.

Self-concept can also be developed through the stories. As an example, one

study found that female readers who were "deeply transported" into a story

about a leading character with a traditional gender role had a more feminist

self-concept than those who weren't as moved by the story.

The terms self-image and self-concept are sometimes used

interchangeably, says Davis (2021), but more often, self-image is defined as

how you see yourself. This may be literal, like when looking in the mirror.

But it can also involve mental representations of yourself. These may or may

not be consistent with what one actually sees in the mirror.

Our self-concept also includes the self-awareness that we are part of

categories based on our age, gender, race, etc. Some people theorize that

self-concept is like the glue that holds all the pieces of our personality

together. And, at its most basic, self-concept is the answer we give when

asked the question "Who am I?"

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Our self-concept is an important guiding principle that helps us

navigate the world and understand our role in it. Parts of our self-concept

may be good or not-so-good for our well-being. That's why learning more

about our own self-concept can be beneficial.

In the website of A Conscious Rethink (2022) it states that, the answer

to the question of how to craft a happy, fulfilling life is rooted in

understanding oneself. Because, you see, it is only by understanding oneself

that we can make the right choices that will guide us to the kind of life and

happiness that we seek. An understanding of self-concept can help clarify

and solidify who you are as a person, what you like about yourself, what you

don’t like about yourself, and what you need to change.

The term self-concept is used in psychology as a means of identifying

the thoughts and beliefs that a person has about themselves and how they

perceive themselves. Self-concept encompasses what a person believes their

attributes are; who and what they are. It is like a mental picture of who you

think you are as a person.

A person’s self-concept helps them define who they think they are and

how they fit into the world. That in itself makes self-concept important

because every individual wants to know themselves and feel as though they

belong. It applies to everyone, because everyone is going to have some kind

of belief about who or what they are. That may be a sticky concept for some,
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particularly those who reject the notion of labels or think of labeling as a bad

thing. Take the attitude of a rebellious, free spirit. That person may not want

to feel as though they are being confined to any particular set of attitudes or

way of life. The person may not like to feel they are being put into a box that

they do not belong in.

However, it is useful to understand those boxes because they can help

you see the world in different ways. The rebellious, free spirits of the world

share traits like every other group of people do. In fact, their desire to not be

categorized and put into a box is a trait they commonly share with one

another. The person who broadcasts to the world, whether through words or

deeds, that they are a rebellious, free spirit is sending a clear message about

the person they believe themselves to be. That belief is self-concept.

According to Hereford (2015) self-concept is how you view yourself.

How you view yourself, determines how you will experience life. If you see

yourself in a positive and healthy light, your life experiences will be positive

and healthy. It doesn't mean, of course, that your life will be free of

challenges and adversity, just that you will have a healthier approach to

dealing with them. If your opinion of yourself is shaky and fragile, you will

find life's challenges overwhelming and at times, insurmountable. It is the

understanding and knowledge you have of your own existence and how you

see yourself in relation to others and to your surroundings.

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In order to meet the challenges, it is more important than ever to build

a solid personal foundation: A foundation consisting of self-knowledge, self-

love and self-confidence. To be sure, a healthy self-concept is more than

having high self-esteem. While high self-esteem is important, the term itself

can be misleading since self-esteem is largely based on your 'feelings' of self-

worth and encompasses your 'beliefs' about being valuable and capable. It

consists of your self-image, either positive or negative, at an emotional level.

When based on emotion, self-esteem can be wavering and vulnerable to

threats. Likewise, if it's obtained mostly from external factors, such as an

attractive physical appearance, or being popular, you can feel on top of the

world one day, and find yourself disillusioned or disappointed on the next.

Therefore, a healthy self-concept must derive from within. Instead of

being dependent upon validation from external sources, or the wavering

opinions of others, self-esteem must result from self-reflection, self-analysis

and self-acceptance.

Myers (2016) explained considered the self-concept, self-knowledge,

self-esteem and social self as the elements of the self. A person observes and

interprets whoever he/she encounters will be examined by the self and is

formed by the self-concept. The specific beliefs and the elements of self-

referred to self-schema. Self-schema provides an organizing framework for

understanding a concept, an event, a situation, an object, or a person.

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Self-schema summarizes the personality traits, attitudes, values,

interests, and other characteristics that people attribute to themselves. It also

includes actions and interpersonal relationships. Perceiving one’s self like

aggressive, overweight, smart, or whatever would affect how a person

processes social information. Social information influences how a person

perceives, thinks or evaluates in both one’s self and others.

For Donnellan and Robins (2018), self-concept refers to the domain-

specific evaluation of the self. Adolescents and emerging adults make self-

evaluations in many domains- academic, athletic, physical, appearance, and

so on. For example, an adolescent may have a negative academic self-

concept because he is not doing well at school but have a positive athletic

self-concept because he is a star swimmer. But investigators have not yet

made a clear distinction between self-esteem and self-concept, sometimes

using the terms interchangeably or not precisely defining them.

There are write-ups implicating self-concept as a major component of

one’s wellbeing, developing flexibility in navigating through the ever-

changing environmental conditions. The role of self-concept has been

described by several literatures, mostly linking it with other factors like

academic achievement and resiliency. It was also singled out as one of the

crucial elements in the development of psychological disorders like

depression, working as a risk or a protective factor. Self-concept or self-

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esteem influences the way we deal with our internal and external worlds and

to that end culminate to wellness or psychopathology.

Perera (2020) pointed out that, self-concept is regarded as dynamic, it

changes and also motivates or controls behavior. Self-concept can alter mood

and self-esteem. Self-concept is the representation of the self-formed from

feelings, experience and what we learn about ourselves from others.

Self-concept is, therefore, your understanding of who you are. Your

self-concept includes your awareness and beliefs about your personality,

character, and values. Self-concept can be positive or negative and may help

or hinder you by lowering or increasing your levels of self-esteem

Your self-image is how you see yourself. It is the picture you have in

your mind of how you look or imagine you seem to others. Your self-image

can be quite different from what others truly see. You might imagine, that

you look fat, or that some item of clothing does not suit you but in reality,

you might be slim and others might think you look good in what you’re

wearing.

Your ideal self is how you see the person you could be. In order to

have a realistic ideal self-view, you need to be aware of your strengths such

as the skills and positive personality traits that can help you succeed in life.
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In this way, you form your own self-concept. You have to remember

that your self-concept does not always coincide with reality. In fact, more

often than not, the way we view ourselves is distorted and unrealistic. As a

result, we are often overly critical of ourselves and our abilities, and you

have to watch out for that. One of the main differences between self-concept

and self-esteem is that self-concept is the idea you have or understanding of

who you are and how you behave. Self-esteem, on the other hand, is more

about the opinion or evaluation you have of your feelings or attitude towards

some aspect of yourself.

A major reason why your self-concept might be unrealistic is that you

may be believing what others tell you. Criticism doesn’t just hurt you; it may

also affect your own concept of who you are. Others might tell you that you

do not treat them well or behave badly in certain situations. Are they telling

the truth or is this just an opinion? Always think carefully about what

someone says and whether or not you should take it as constructive criticism

or ignore it.

Based to American Addiction Centers (2022), Self-esteem refers to a

person's beliefs about their own worth and value. It also has to do with the

feelings people experience that follow from their sense of worthiness or

unworthiness. Self-esteem is important because it heavily influences people's

choices and decisions. In other words, self-esteem serves a motivational

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function by making it more or less likely that people will take care of

themselves and explore their full potential. People with high self-esteem are

also people who are motivated to take care of themselves and to persistently

strive towards the fulfillment of personal goals and aspirations. People with

lower self-esteem don't tend to regard themselves as worthy of happy

outcomes or capable of achieving them and so tend to let important things

slide and to be less persistent and resilient in terms of overcoming adversity.

They may have the same kinds of goals as people with higher self-esteem,

but they are generally less motivated to pursue them to their conclusion.

Self-esteem is a somewhat abstract concept; it's hard for someone who

doesn't already have it to know what it would be like to have it. One way for

people who have lower self-esteem to begin to appreciate what it would be

like to have higher self-esteem is to consider how they may feel about things

in their lives that they value. For instance, some people really like cars.

Because cars are important to them, these people take really good care of

their cars. They make good decisions about where to park the car, how often

to get it serviced, and how they will drive it. They may decorate the car and

then show it off to other people with pride. Self-esteem is like that, except it

is yourself that you love, care for and feel proud of. When children believe

they are valuable and important, they take good care of themselves. They
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make good decisions about themselves which enhance their value rather than

break it down.

Self-esteem is also thought to vary in another way which we might

describe as proportionality or reasonableness. It turns out that not all

instances of high self-esteem are the same. Some people with high self-

esteem have arrived at that place based on a series of real accomplishments.

They give themselves credit for being able to meet new challenges because

they have been able to meet previous challenges. Their good opinion of

themselves is in proportion to the real challenges they have overcome in life.

In contrast, there are other people whose high self-esteem seems

excessive and out of proportion to their actual accomplishments and actions.

These people think well of themselves but cannot point to any substantive

past accomplishments, actions or choices they have made which would

justify that high self-opinion to a fair-minded observer. Their higher self-

esteem is based more on a sense of entitlement than on any accomplishment.

This entitled version of high self-esteem is considered to be less

psychologically healthy than the more proportional variety of self-esteem,

mostly because of the selfish and self-centered behavior that tends to

accompany the sense of entitlement. This variety of high self-esteem is

sometimes described as "overly-inflated", indicating that it is excessive and

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out of proportion to actual accomplishments and actions. In adults, this type

of self-esteem can be linked to Narcissism.

Just as self-esteem can be too high or "overly-inflated" in proportion to

a person's accomplishments and actions, it can also be too low, or "under-

inflated" as well. In many cases people who end up having poor self-esteem

actually have met adversity and challenges and treated others well, and do

have a basis for feeling good about themselves. However, for various

reasons, including a tendency towards depression, anxiety or obsessive

perfectionism , a habit of engaging in cognitive distortions, or because they

have been abused or exploited they may not recognize these

accomplishments and actions as meaningful. They perceive themselves as

failing to meet an internalized and unreasonably high standard of goodness

and thus display very low self-esteem and corresponding emotional distress

when they cannot meet that internal standard. However, an outside observer

would see them as worthy based on accomplishments and actions and have

difficulty understanding why exactly they feel so badly about themselves.

Self-esteem is thus more complicated than a simple high vs. low

dimension can describe. It varies both in terms of magnitude, and in terms of

its reasonableness when compared against accomplishments and actions.

Parents seeking to foster healthy self-esteem in their children need to nurture

and cultivate both of these dimensions. The bulk of this document will go on
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to describe ways that parents can work to nurture their children's healthy

self-esteem. Before describing these methods, however, we want to further

clarify why a healthy self-esteem, proportional to actual accomplishment and

behavior and neither over-inflated nor under-inflated, is desirable.

Marsh and Craven (2019) stated that enhancing self-concept is a vital

goal in and of itself and that self-concept is an important mediating variable

that causally impacts on a variety of desirable outcomes including academic

achievement. How can such apparently discrepant views exist in an area

where so much research has been done? The answer lies in the distinction

between a multidimensional perspective of self-concept and the

unidimensional perspective that considers only self-esteem — the global

component of self-concept.

Self-worth, self-concept, or self-esteem are terms referring to one’s

overall self-assessment covering the different domains or constructs of the

personality. It is a complex and dynamic system of learned beliefs, opinions,

and attitudes about his being. The development of self-concept is directly or

indirectly influenced by various factors. It can be shaped by our life

experiences, relationships, culture, education, sexual orientation, emotional

maturity, age, gender, and even appearance.

As we grow older, our self-concept also evolve, like children would

describe themselves in terms of gender (boy or girl) compared to older

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children who can provide much detailed descriptions like eye color, address,

or shoe size.

Adolescent self-concept can be explained in terms of beliefs, or likes

and dislikes. Adults can explain themselves in term of quality of life, and

lastly elderly may have developed even more self-knowledge and wisdom.

The process would start from self-awareness or the consciousness of the

internal traits and is being shaped by the experiences in the communal life.

Reece (2015) define self-concept as a developing construction. It is

also called self-esteem and self-image. It includes perceptions about several

aspects of “oneself” developed over the years through feedback from others

and through social comparisons. The author likewise enumerated ways to

build a positive self-concept, which included viewing mistakes as learning

experiences, accepting and bouncing back from failures, controlling negative

behaviors and thoughts, and tapping into one’s spirituality.

Moreover, self-concept according to Reece is also the “bundle of facts,

opinions, beliefs and perceptions about oneself that are present in one’s life

every moment of every day” noting that self-concept in adults is greatly

influenced by time, and significant people and events from the past.

Velmurugan and Balakrishnan (2019) said that adaptation of the

person to the social environment. Adjustment may take place by adapting the
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self to the environment or by changing the environment. Those types of

relationships which involve the accommodation of the individual to

circumstances in his social environment for the satisfaction of his needs or

motives.

The self-concept is how we think about and evaluate ourselves. To be

aware of oneself is to have a concept of oneself. Self-concept has been

defined as the individual’s way of looking at himself. It also signifies his

way of thinking, feeling and behaving. Self-concept is one the dominant

factors of personality. It means how one thinks or feels about oneself and

one’s evaluation of one, own abilities and attributes. Students with a positive

self-concept tend to be confident and assertive in their judgments and

abilities. Students with a negative self-concept are described as quiet,

unoriginal, lacking in initiative, withdrawn and so on.

Local Literature

Fiero (2017) opined that self-concept is how you evaluate and view

yourself. It is linked to your self-esteem, which is linked to your feelings of

self-worth. Psychologists say that the two determine how you will experience

life. Studies show that if you see yourself in a positive and healthy light, your

life experiences will be positive and healthy.

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While high self-esteem is important, the term itself can be misleading

since self-esteem is largely based on your 'feelings' of self-worth and

encompasses your 'beliefs' about being valuable and capable. It consists of

your self-image, either positive or negative, at an emotional level.

It is interesting to note that when based on emotion, self-esteem can be

wavering and vulnerable to threats. Likewise, if it's obtained mostly from

external factors, such as an attractive physical appearance, or being popular,

you can feel on top of the world one day, and find yourself disillusioned or

disappointed on the next (this is the reason why I emphasize professional

accomplishment and personal growth - our self-concepts and self-esteem are

intertwined in both). Therefore, a healthy self-concept must derive from

within. Instead of being dependent upon validation from external sources, or

the wavering opinions of others, self-esteem must result from self-reflection,

self-analysis and ultimately, self-acceptance.

Apruebo (2019) posits that self-concept is the product of experience

and as a result of the individual growth process and his personal-social

development. It evolves from the culture he deals with and the individual

situations and experiences that comprise his day-to-day dispositions. Self-

concept is the total of individual past experiences, decision-makings, and

future plans. The knowledge that individual separates from others and

develops self-concept emerges by the age of 18 months. Child development

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experts explain that children feel totally merged with their caregivers, unable

to distinguish themselves from caregivers, and other significant people. As

they get older, children soon develop a sense of themselves as separate

individuals, ultimately developing a self-concept. When the individual

reaches adolescence, characterized as a period of crucial adjustment and

development, his social horizons broaden and new factors begin to influence

the development of his personality. His association with his peers,

classmates, and teachers becomes interesting and his self-concept which is

the core of his personality is being shaped. His philosophy of life, virtues,

and values are likewise formed.

Fernandez and De Guzman (2015) espoused that when teaching is

viewed as a form of caring, teachers become relational geniuses in their own

right. Today, teaching and learning are now acknowledged as social and

relational processes. Hence, teaching as caring should permeate elementary,

secondary and tertiary level instruction.

Teaching is a noble work still in progress. At whichever level of

education, it does not simply involve transmission of knowledge and

information but more importantly a long-term and passionate commitment to

human transformation. Such commitment which speaks of the true joys of

teaching rooted on a kind of transcendence from mere transmission to

transformation makes teaching not only a profession but a powerful act of

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human service. In a highly globalized and technology-driven environment,

the place of teaching cannot be underestimated nor should its power be

overlooked. The power of teaching to transform individuals and society at

large depends, in great measure, on the interplay of the triad of competence,

commitment and compassion among its efficient causes—the teachers.

Loyola et al. (2018) assert that, Self-esteem is an overall, general

feeling of self-worth that incorporates self-concepts in all areas of life, so it

is the “summary judgment” about a person’s worth. It is an affective reaction

– an overall judgment of self-worth that includes feeling confident and proud

of oneself as a person. Self-esteem is how much persons like themselves and

how much they value their self-worth, importance, attractiveness, and social

competence.

Self-esteem being central to everything that one does influences every

aspect of one’s life. It affects one’s behavior and thoughts and even how one

relates with other people. Self-esteem can spell the difference between

success and failure as it affects one’s confidence and self-belief, having

courage to try new things. Similarly, self-esteem affects motivation,

functional behavior, and life satisfaction, and is significantly related to

wellbeing throughout life. What individuals choose to do and the way they

do it in part may be dependent upon their self-esteem.

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In fact, having high self-esteem is associated with positive outcomes,

such as being cheerful and happy, having healthy social relationships, and

promoting personal adjustment, while having low self-esteem is associated

with negative outcomes, such as depression, anxiety, antisocial behavior and

poor personal adjustment. Besides, low self-esteem can have a crippling

effect on a person’s life in varied forms as it influences many aspects of

personality. Hence, self- esteem is crucial and is a cornerstone of a positive

attitude towards living. It has a direct bearing on one’s happiness and well-

being.

According to Aguirre (2018), self-image is defined as the

representation of self that changes within and across situations as roles and

expectations changes. While the self-concept is a transit-situational

representation of self that is durable and relatively stable across situations.

Self-image is a powerful idea; it has a potential to completely transform the

quality of your life. When you have a positive self-image, often you possess

feelings of high self-esteem, popularity, happiness and competency. These

feelings can often motivate you to seek success in other parts of your life,

such as money, health and independence. Having, or developing, a positive

self-image can help you face, and tackle, the challenging parts of life, such as

poor health, financial problems or even physical disability. The ability to

achieve a positive self-image so important, in anyone’s life. Your self-image

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is constantly changing. This is why you have the opportunity to be a more

positive part of who you are, challenging the distortions you can see in your

internal mirror. The image itself changes throughout your life. It starts with

learning to identify yourself for who you are, and others except for who you

are, not what anyone, but you yourself is supposed to.

Having a good and healthy self-concept is very important. Just like

what Adam Sicinski said, the value of having a healthy self-concept becomes

more evident when we recognize how much it influences our ability to

manage our emotional experiences. However, it doesn’t stop there. A healthy

self-concept also determines how far you will step outside your comfort zone

to solve a problem or achieve a goal. Moreover, it influences how you utilize

your physiology while confronting challenges, obstacles, and problems. A

healthy self-concept impacts the questions you typically ask yourself each

day, and it affects how you interact with people, how you think about

yourself, others, and circumstances. Putting all this together, your self-

concept effectively determines what you will do or choose not to do at any

given moment in time. It, therefore, influences your inherent potential to do,

be, have and achieve your desired objectives.

The key to understanding the teaching profession is to know the

personal and professional lives of teachers. First, it is important for us to

understand that teachers are products of the family where they belong. The
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family values and the home environment that shaped their beliefs, character,

and personal values are reflected in their personality, values, and personal

philosophy. Second, we need to recognize that teachers are also shaped

by the society where they live. The society's culture, values, norms,

religion, and environment are influential in shaping their life as an individual

and a professional. Teachers are servant leaders in their own community.

They are beacons of light to all people whom they encounter. Third, it is

already a fact that the schools they attended are also contributory

to the development of their expertise, talents, knowledge, skills, and

educational philosophy.

Teachers have needs to be fulfilled every day. They have emotional,

social, spiritual, physical, and economic needs, but many times, their call to

duty make them set aside their individual needs. During the night and

weekends, teachers are still obliged to make their lesson plans, check papers,

and accomplish other school forms and reports, among other things. Hence,

they end up sacrificing their own needs in order to serve. It must be known,

however, that teachers need time to relax, rest, and enjoy with their families

(“The teachers as…”, 2022).

Alonsabe (2015) says that NCBTS-TSNA has clearly stated the

strategic and indispensable role of the Teacher in the learning process of the

students. Its seven (7) Domains include: (1) Social Regard for Learning; (2)
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Learning Environment; (3) Diversity of Learners; (4) Curriculum; (5)

Planning, assessing, reporting; (6) Community Linkages; (7) Personal

growth and Professionalism. According to her, addresses (1) lack of regional

and division structure for effective teacher training; (2) lack of systematic

TNA Processes; (3) attributed to not having accurate information on TNA;

(4) INSET content generally not TSNA-based; (4) content of training had

become repetitive and found them a waste of time; (5) topics are not suited to

the grade/year level.

The literature is related to the present study since the NCBTS served

as framework that establishes competency standards for teachers for them to

carry out a satisfactory performance. The different domains stated in the

NCBTS are reflected on the IPCRF that serves as guide for their

performance.

Bay et al. (2015) stated that with so many things to accomplish,

teachers are being confronted by various regulatory requirements causing

them to perform multiple responsibilities aside from their major duty of

delivering quality instruction. They are now preparing too many documents

and reports for OBE Implementation. Satisfaction of employees and clients is

an important element of success for any organization and any sector of the

economy. It drives the motivation to continuously improve the process of

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delivering services to customers and provide the culture of excellence

towards the achievement of the organization’s vision and mission.

Through strategic leadership and innovative management, faculty

members may be guided accordingly to attain the objectives of the OBE.

There are some resistant from the teachers in the implementation of OBE due

to various tasks need to accomplish at a time where they find it very toxic.

With proper orientation and demonstration of support from the management,

organizational satisfaction may be achieved through unity and harmony of

goals.

Faculty members are the number one beneficiary of the professional

development program of the human resource development and management

office through taking advanced studies in the graduate school, sending them

in seminars, training and research conferences. They used their abilities to do

research and allowed them to present its findings in the local, national and

international research forums.

Arinas (2019) avers that good education is an essential need at the

same time a right. Getting a good education equips one to survive in a

competitive world where the ignorant are either pushed to the sidelines or

gobbled up by the powerful. And in today's competitive society, one needs

all the advantages he can get in order to survive if not to succeed. Quality

education is strained by lack of proper resources. What we need is competent

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teachers and not technology. The absence of competent educators results in

mediocre education thus multiplying mediocrity among the innocent

learners. Sometimes with modernization, the government and the educational

institutions become careless in prioritization of interventions necessary to

attain quality education. Education is not only an appeal to the human

intellect. There is a growing demand for technical and managerial skills. To

get hold of modern life and survive in today's fast-paced age of information,

it is a must to acquire the proper knowledge on new technological

breakthroughs.

Pilarta (2015) explained that teachers are satisfied with achievement,

promotion, and professional growth; and unsatisfied with their recognition

and supervision. Regarding the work success of the teachers in terms of their

students’ achievement, majority of the teachers have students with

satisfactory rating. A very satisfactory rating was noted in the teaching

performance of teachers. No significant relationship existed between Job

satisfaction and work success of the teachers in terms of students’

achievement and teachers’ performance.

Foreign Studies

Alka (2017) stated that education is under increasing pressure to create

successful students. Education, in the present-day context, is perhaps the

single most important means for individuals to improve personal

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endowments, build capability levels, overcome constraints and, in the

process, enlarge their available set of opportunities and choices for a

sustained improvement in well-being. It is not only a means to enhance

human capital and productivity but it is equally important for enabling the

process of acquisition, assimilation and communication of information and

knowledge, all of which augments a person’s quality of life. Thus, it is a

critical invasive instrument for bringing about social, economic and political

inclusion and a durable integration of people. The process of education and

attainments thus has an impact on all aspects of life. It therefore plays a

crucial role in shaping the citizens of tomorrow, citizens who are responsible,

accountable, sincere, robust, emotionally healthy and resilient.

Covington (2016) tempted to make a comparative study of the self-

concepts of the student’s teachers of different colleges and genders with a

view to specifying how the student teacher differs from one another on these

variables. The difference in their environment structure may affect

differentially the growth and development of psychological characteristics of

the students of female and co-educational teachers training colleges.

The finding reveals that significant difference in self-concept exist in

some scales. Achievement is a very complex variable that depends on several

other variables. Hence, there is necessity of conducting more researches to

draw some significant results in the field. This paper studied the problem
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related to student teachers. Every research brings new scope and opens new

ideas for further study. The researcher hopes that readers of this paper will be

benefited in developing insight in the field of teacher education.

Zhang and Li (2017) in the study of university students’ self-concept

suggested that males’ physical self was higher than females. They explained

that this may be due to more developed motor skills and agility male

participants. This is superimposed by the society’s treatment of men that they

should be powerful. Women also have higher expectations with men for they

are viewed as the provider of the family. In terms of moral-ethic self, women

scored higher than men explaining that women in the Chinese society have

moral standards and requests compared to men.

Another interesting facet of the study showed men had lower appraisal

on their own shortcomings and maladaptive behaviors. Lastly, the males in

general had higher self-satisfaction than females because it is believed that

standards in the society are always in favor of men.

Epps (2017) investigates perspectives of teachers and administrators

regarding their needs to address their own self-efficacy for improving student

learning, and their perspectives of the team teaching and departmentalization

processes in enhancing student achievement. The conceptual framework for

this study was Bandura’s theory of self-efficacy.

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The research design was a qualitative case study using purposeful

sampling. Interviews were conducted with 10 participants; 9 teachers who

were presently teaching or had taught at the 4th and 5th grade levels for 2-20

years as well as 1 administrator. Participants’ responses were coded and

analyzed for emerging themes related to teachers’ sense of efficacy to

improve achievement, and issues with team teaching, departmentalization

and student learning.

The key findings include teachers’ beliefs that, with support from

professional development, they could help increase student achievement and

then departmentalization would be more successful. A policy paper was

constructed as a project to address ongoing, mandated professional

development for teachers and administrators in strategies for increasing their

efficacy in the use of team teaching and departmentalization structures to

improve student learning. Using study findings, upper elementary school

administrators and teachers may be able to make effective organizational

decisions to improve self-efficacy of teachers to meet the school’s increased

expectations regarding student learning and achievement.

The current research of Lobos et al. (2019) is based on observational

design studies characterized the teaching practices that stimulate the

development of academic self-concept, but there is a need for experimental

and quasi-experimental studies to validate those findings. The present

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research evaluates the impact of a teacher training program based on

academic self-concept stimulation strategies on academic self-concept,

attendance and grades of their students.

36 teachers of primary level and 819 students from public schools of

the Province of Concepción, Chile, participated. A quasi-experimental design

with pre and post measures was applied. Information was collected through

self-report and information available on official records.

After the intervention, teachers in the experimental group have greater

capacity to stimulate the self-concept of their students, D (1, 41700.91) =

17.09, p < 0.001, encoring self-concept related to capacity, work procedures

and class participation. Also, the students on experimental group have a

greater perception about their capacity to participate in classes after the

intervention, dependent on the pre-test perceived capacity, D (1, 983-22) =

6.10, p = 0.014, and higher attendance rates, D (1, 691.34) = 82.50, p<0.001,

than control group.

Sumi (2019) conclude that, the self-concept may be called as an

internal model because it uses self-assessments in order to define one's self-

schemas. These schemes are derived from features such as personality, skills

and abilities, occupation and hobbies, physical characteristics and things like

that. These are assessed and applied to self-schemas, which are ideas of

oneself in a particular dimension at a particular time. Rogers identified three

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different components of self-concept, self-image, self-esteem and ideal self.

Self-image is the view you have of yourself; self-esteem is how much value

you place on yourself and ideal self is what you wish you were really like.

All these three when put together we get one’s self-concept.

Self-concept is depending on many forces that determines it potential

and its varied overtime. These forces may come from your inside as well as

outside. What you think of yourself, what you are paying attention to, how

you interpret incidents and situations in your life, how you manage your ups

and downs in life, how you accept the criticisms, all these are said to be the

forces from your inside or the internal forces. Your interaction with others,

how others treat you, the kind of environment you are involved mostly are

tend to the external forces. So, it may be noted that your self-concept is also

the result of influence of other people too. Rejection, judgment, ridicule, and

criticism, by all these means other people often influence how you feel about

yourself, the labels you give yourself but it is you decide fundamentally what

you believe about yourself, about your own abilities, and the world around

you. Nothing can beat that. So be confident in you and always BE YOU.

The purpose of the study of Stearn (2017) is to contribute to the

existing body of literature surrounding self-concept, academic achievement,

and teacher expectation, as well as to start a dialogue among educators

surrounding the implementation of these findings in their own educational

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institutions. In working to analyze self-concept, academic achievement, and

teacher expectation variables together, this study looks to provide a research-

based literature background for teachers and administrators to refer to in

order to build a greater understanding surrounding the importance of high

expectations and bolstering student self-concept while in the classroom.

It was found that when the teacher reported having higher academic

and social-emotional expectations of their students than their students

perceived, their students reported lower rates of forgetting what they have

learned and worrying about tests than their counterparts. They also reported

lower rates of feeling that they were good at their schoolwork. Conversely,

when the student reported perceiving higher expectations from their teacher

than actually reported by the teacher, students reported higher rates of

forgetting what they learn, worrying about tests, and feeling that they are

good at their schoolwork. Through the data collected, it is apparent that there

is a relationship between these variables.

Finally, the data revealed that when a group of students reports an

overall lower percentage of students feeling that they are important members

of their class, the class is more likely to perceive lower expectations from

their teacher, report overall lower ratings of academic self-concept, report

overall ratings of their teachers encouraging them to keep trying when they

get stuck, and perform lower on math and reading assessments. This suggests
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that when a student feels that they are an important member of a class, and

feels that their teacher encourages them when they get stuck, they are more

likely to have a higher sense of academic self-concept and perform higher on

academic assessments.

Gillespy (2020) examined current teachers’ perceptions of knowledge

and skills, as well as rating of value using technology for communication and

collaboration, compared to their reported practice.

Pearson's correlation was run to assess the relationship between the

variables of self-esteem, self-image, and task perception. Reponses from 865

participants were utilized. Mean self-esteem level was 2.83 (SD = 1.23),

mean self-image level was 3.69 (SD = .744) and mean task perception

frequency was 3.26 (SD = 1.00).

Pearson's correlation established that there was a moderate, positive

correlation between self-image and task-perception, or frequency of using

technology with students and peers, as well as between self-image and self-

esteem. There was also a moderate positive correlation between or frequency

of using technology with students and peers.

Since there was not a distinction between dependent or independent

variables in the Pearson’s correlation ran in this study, a partial correlation

was run to further examine the relationship between the variables of self-
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esteem, self-image, and task-perception. There is still a positive correlation

between self-image and task perception, or frequency of using technology

with students and peers, as well as between self-image and self-esteem.

There was a statistically significant relationship between the variables

of self-image, self-esteem, and task perception, which is the frequency

teachers self-report using technology in their professional practice to

collaborate and communicate with peers and students. Therefore, we can

reject the null hypothesis and accept the alternative hypothesis that there was

a positive relationship between all three variables. The next chapter of this

dissertation study will discuss the implications and possible next steps using

the information from this research.

Lee (2018) explores the instructional practices of Title I middle school

teachers and their alignment to the development of student self-concept.

Additionally, this study identifies the degree to which teachers are prepared

to skillfully meet the needs of African American students in poverty. While

public schools across our country have adopted numerous curriculums,

learning initiatives, and best practices in efforts to increase the academic

achievement of students, there is a lack of collaborative dialogue on how

democratic educators can contribute to students seeing themselves in a

positive manner. Seven highly-qualified classroom teachers at two Title I

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middle schools in South Carolina were used in this case study by means of

observations, interviews, and thematic analysis of teacher feedback.

The findings revealed nine themes related to the two research

questions. These emerging themes were affirmations and celebrations, high

expectations, relationship building, culturally relevant pedagogy, student

empowerment, limited knowledge, diminished confidence, school-wide

effort, and cultural diversity.

The findings suggest teachers make use of best practices but are

unaware of their role in self-concept development due to the fact they have

limited knowledge of the construct. Participants were also challenged in their

ability to make lessons culturally relevant. The findings were interpreted and

situated in the context of existing literature on theoretical framework of self-

concept enhancement. The implications of the study are discussed and

recommendations for future study and educational practice were also

provided.

Celebre (2020) explores how high school science teachers perceive

best assessment practices, self-concept, and ideal self, regarding Next

Generation Science Standards or NGSS-aligned assessment practices. It

collected closed surveys, open-ended survey responses, and interview

responses, through which themes and patterns were identified in experiences

related to the conceptualizations of best assessment practices, self-concept,

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and ideal self, as well as the perceived supports and barriers to alignment

between self-concept and the ideal self.

The findings suggest that teachers conceptualize best practices in

science assessment as presenting opportunities for students to demonstrate

science understanding by using a variety of SEPs while allowing

opportunities for student choice. In addition, teachers perceive their self-

concept as an assessor in science as having high levels of confidence and

motivation to further develop their practices. Lastly, the perceived self-

concept and ideal self-congruence experienced by teachers is supported by

their use of the defined best practices in assessment. These findings have

implications for future policies, practices, and research studies.

Local Studies

Pateña (2015) emphasized education is not an isolated experience but

an interactive endeavor that takes place over the course of a person’s life.

When the community, schools, and families work together, they can provide

the best possible resources and expertise to enhance the education of all

children. Therefore, it is a collective responsibility of many groups to

educate children. Thus, teacher factors and parent factors are playing

important role in helping the child to achieve high academic performance.

Overlapping activities seem to be helpful in helping the child achieves high

academic performance. Consequently, negligence of parent to involve in the

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education of their children will hinder the academic performance of their

children. The main concern in any school is student academic achievement.

Teachers and school administrators recognize that for student success the

involvement of their parents in school related matters is very relevant.

Adan (2015) utilized two (2) tools to determine the level of Self-

concept and Self-esteem among selected Orphans in Asilo de la Milagrosa

Orphanage. For the level of Self-concept, the researchers adopted and

modified a Lipsitt Scale for children and for the level of Self-esteem, the

researchers utilized the Rosenberg Self-esteem Scale. Results: The

respondents obtained mean scores of 3.6 ± 0.51, which interprets as average

self-concepts and 201 ± 0.25 as high self-esteem. Utilizing Pearson r

correlation, It revealed a moderate correlation between Self-concept and

Self-esteem: (r=-0.501, p=.005<.05?). Conclusion: There is a moderate

negative relationship between the level of Self-concept and Self-esteem

among selected orphans in Asilo de la Milagrosa, which means that if the

level of Self-concept is high then there is a lesser tendency for the level of

Self-esteem to be lowered.

Jocson (2015) found out that, generally, the hospitality educators had

outstanding teaching performance and strong self-concept. Family security,

salvation, and happiness were their most important terminal values while

social recognition, a world of beauty and pleasure were their least important
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values. Loving, responsible, and honest were their most important

instrumental values and imaginative, ambitious, and clean were their least

important values. In terms of teaching performance, no significant

differences existed when hospitality educators were classified according sex,

age, civil status, educational attainment, status of employment and number of

years in teaching. Significant differences existed in the degree of self-

concept among hospitality educators grouped according to age and civil

status. However, they did not differ significantly in their degree of self-

concept when they were classified according sex, educational attainment,

status of employment, and number of years in teaching. Negative but

significant relationship existed between the hospitality educator’s self-

concept and teaching performance.

Ng (2015) used the Pasao Self-Concept Rating Scale on his study to

measure the self-concept of college teachers. Filipino Lasallian educators are

viewed as service-oriented professionals who attend to the needs of their

learners by employing their uniqueness and who seek to build good

relationships to promote total human formation. Perception of one’s

uniqueness and intent to build good relationships can be considered

components of self–concept.

The study reveals that educators need good self-concept to perform the

tasks of being role models and building good character among students.
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Retaining the best people is crucial to any organization, especially to an

academic institution like De La Salle Lipa (DLSL). Because this institution

considers its employees its most important asset, it continuously relies on the

efficiency and contributions of all employees to meet its vision and mission.

Batican (2016) intended to develop a multidimensional self-concept

scale (mSCS) for Filipino college students. The proposed model consists of

two factors with fifteen dimensions; (a) Independent Self Construal (Physical

Attributes, Scholastic Competence, Athletic Competence, Artistic

Expression, Autonomy and Independence, Global Self Worth, Financial

Capacity, Goal Setting, and Gender and Sex) and (b) the Dependent Self

Construal (Family Relationship, Morality and Religiosity, Social

Competence, Romantic Relationship, Close Friendship, and Affiliation).

Standard procedures in establishing the reliability and validity of the

instrument were used utilizing 499 students in which a portion was randomly

selected at the Ateneo de Davao University.

It revealed high reliability and validity coefficients. Exploratory and

confirmatory factor analyses were employed to test the factor structure of the

instrument that resulted to a three-factor-13- dimension-132 items

instrument. Through logistic and simple regression, age, year level, and sex

were found to be significant predictors of selected dimensions of self-

concept.
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Olea et al. (2018) conducted a study on self-esteem and its correlates

among university freshmen Biotechnology major. There were thirty-three

freshmen students enrolled in the Bachelor’s Degree in Biology program and

the respondents of the study. From the total population, 11 were male

students which composed 33.33%, whereas, twenty-two students were

female. The female respondents comprised sixty-six and sixty-seven

hundredths (66.67%) of the overall respondents.

The result of the study showed that both the male (Mean = 2.745) and

female (Mean = 3.3) student respondents showed positive perception of their

self-esteem. When the perceived self-esteem of the male students was

compared with the female counterpart, using the Pearson Product Moment

Correlation, the obtained value of r at p ≤ 0.05 is 0.948. It showed a very

high correlation based on Munro’s strength of correlation coefficients.

However, the perceived self-esteem of both, male and female respondent

showed a low correlation with their academic performance (r = 0.42).

Yazon (2019) determined the level of self-esteem, self-efficacy and

academic performance of the College of Teacher Education students and to

find out the relationship between these variables. To satisfy these objectives,

the study used the descriptive research design and the method employed was

descriptive-correlational. The researcher used the General Self-Efficacy

Scale by Schwarzer and Rosenberg’s Self-Esteem Scale. The gathered data

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was treated using frequency counts, percentage, weighted mean, and Pearson

r.

The findings of the study have revealed that out of 194 respondents,

116 or 59.79% of the total number of the respondents have high level of self-

esteem and 76 or 39.18% have an average level while 2 or 1.03% have low

level of self- esteem. Meanwhile, majority of the respondents (119 or

61.34%) have high level of self-efficacy and 75 or 38.66% have an average

level and none of the respondents has a low level of self- efficacy. There is a

significant relationship between self-esteem and self-efficacy scores. From

the present data, the researcher concludes that how the students feel about

themselves have a statistically significant correlation with how they expect

they can successfully perform a behavior. There is a significant relationship

between respondents’ self-esteem scores and academic performance. It is

concluded that someone with a high self-esteem are expected to perform well

academically. There is no significant relationship between respondents’ self-

efficacy scores and academic performance. The researcher concludes that

how the students expect they can successfully.

Trias (2015) obtained information about graduating students’ self-

concept and variables related to preparedness for dental practice. A self-

constructed questionnaire which was first validated by 26 administrators,

selected faculty and students of the School of Dentistry of Centro Escolar

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University, Manila, were personally given to the graduating students. The

respondents were the 198 graduating students for March 2014. Foreign

students were also included in the study. Using a 5-point Likert scale, the

questionnaire assessed the self-concept and variables related to preparedness

for dental practice self-perceived preparedness. Statistical tools that were

used for the study are percentage, frequency, standard deviation, weighted

mean, t-test and analysis of variance. The data gathered were interpreted as

very large extent, large extent, moderate extent, little extent, very little

extent.

Based on the findings of the study, most of the graduating students

see themselves prepared to a large extent for dental practice. However, the

clinical infirmary ranked the lowest in its group with number of module units

available, safety, cleanliness and orderliness of the infirmary and modernity

of equipment giving the results of to a moderate extent. Moreover, the lack

of training dental emergencies as well as Orthodontics and Periodontics will

need to be addressed by program enhancements such as additional hours in

subjects, workshops and seminars.

Jocson (2015) investigates the self-concept, values orientation, and

teaching performance among hospitality educators of the West Visayas State

University System. The study was conducted in January 2014 and utilized 42

randomly selected hospitality educators as participants. The simple random

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sampling method was used in the selection of the participants. Three (3)

standardized and published data-gathering instruments were adapted to

obtain the data for the study. To ascertain the degree of self-concept, Girdano

and Everly’s (1979) Self-perception Test instrument was used. In

determining the pre-dominant values orientation, Rokeach’s (1973) Value

Survey Form used by Rabago (1988) was utilized. To ascertain the level of

teaching performance, the WVSU F-PES was employed. Frequency counts,

rank, percentage analyses, mean scores, and standard deviations were

employed as descriptive statistics; while t-test for independent samples, one-

way ANOVA, and Pearson’s Product Moment Coefficient of Correlation

(Pearson’s r) were employed as inferential statistics. The criterion for the

acceptance or rejection of the null hypotheses was set at .05 alpha level.

The results of the study revealed that, generally, the hospitality

educators had outstanding teaching performance and strong self-concept.

Family security, salvation, and happiness were their most important terminal

values while social recognition, a world of beauty and pleasure were their

least important values. Loving, responsible, and honest were their most

important instrumental values and imaginative, ambitious, and clean were

their least important values. In terms of teaching performance, no significant

differences existed when hospitality educators were classified according sex,

age, civil status, educational attainment, status of employment and number of

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years in teaching. Significant differences existed in the degree of self-

concept among hospitality educators grouped according to age and civil

status. However, they did not differ significantly in their degree of self-

concept when they were classified according sex, educational attainment,

status of employment, and number of years in teaching. Negative but

significant relationship existed between the hospitality educator’s self-

concept and teaching performance.

Celis et al. (2019) determine the effect of perceived teacher

expectation and academic self-concept to the academic performance of the

student. Students’ academic performance is being affected by several factors.

Several studies revealed that perceived teacher expectation and self-concept

are factors that can affect the performance of students academically.

Teachers play a vital role in making their students perform better in class.

However, the students themselves can greatly influence their academic

performance through their self-concept. This study utilized predictive cross-

sectional quantitative research design. Two hundred (200) college students of

De La Salle University were the participants of this study. The proponents

used hierarchical linear regression in order to answer the research questions.

The conclusion was that student athletes perform less that non-student-

athletes. Perceived teacher expectation found to be significant in explaining

the academic performance. When perceived teacher expectation is low,

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student athletes perform less that non-student-athletes in academics.

Academic self-concept also found to be significant in explaining the

academic performance. Interestingly, the result revealed that when academic

self-concept is high, student-athletes still perform poorly in academics.

Chapter 3

METHODS OF RESEARCH AND PROCEDURES

This chapter presents a discussion of the methods of research used,

population and sampling, research instrument, data gathering, scoring

interpretation and statistical treatment.

Methods of Research Used

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The researcher used the descriptive approach through field survey in

the form of researcher-made questionnaire-checklist which aimed to

determine the effectiveness and efficiency of public elementary school

teachers in the District of Baras.

According to Calmorin (2007) descriptive research design focuses on

the present condition. The purpose is to find new truth that may have

different forms such as increased quantity of knowledge, an increased insight

into factors which are operating, the discovery of a new causal relationship,

and more accurate formulation of the problem descriptive research describes

the nature of a situation as it exists at the time of the study and to explore the

causes of particular phenomena.

The descriptive research design suits the present study since it aimed

to describe the respondents in terms of their profile, and their self-concept

and professional roles using a 5-point scale with corresponding verbal

interpretations.

Population and Sampling

The study assessed the self-concept and its impact to professional roles

of teachers in Cainta I, Division of Rizal, during the School Year 2021-2022.

The study considered the two hundred forty (240) or the thirty (30)

randomly selected each from the following public elementary schools in

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Cainta I, namely: Arinda Elementary School, Cainta Elementary School,

Exodus Elementary School, Francisco P. Felix Elementary School, Francisco

P. Felix Elementary School Unit I, Kabisig Elementary School, Planters

Elementary School, and San Francisco Elementary School.

Table 1 presents the frequency distribution of the respondents.

Table 1

Frequency Distribution of MAPEH Teachers

Name of School Sampe Size of Teachers

Arinda Elementary School 30
Cainta Elementary School 30
Exodus Elementary School 30
Francisco P. Felix Elementary School 30
Francisco P. Felix Elementary School Unit I 30
Kabisig Elementary School 30
Planters Elementary School 30
San Francisco Elementary School 30
Total 240

Research Instrument

The study utilized an adopted and self-made questionnaire checklist.

The self-concept checklist utilized by the researcher is the Robson Self-

Concept questionnaire which is composed of thirty (30) pre-enumerated

statement. On the other hand, the checklist utilized for the professional roles

of the respondents was developed by the researcher considering the different

aspects such as Motivator, Evaluator, Partner in Effective Interaction,

Cognitive-Diagnostic, and Regulator of Social Relations. There were five (5)

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pre-enumerated statements each aspect for a total of twenty-five (25) items.

The first part of this checklist was the profile of the respondents in terms of

gender, age, position title, length of service, and highest educational

attainment.

Before the actual distribution of questionnaire, a validation of

instrument was conducted. Before the administration of the researcher-made

questionnaire-checklist was presented to the researcher assigned adviser and

experts for face and content validation. The data gathered were treated

accordingly to test the reliability and validity of the questionnaire.

Scoring and Interpretation

To interpret the self-concept of the respondents, the following scale is

used:

Scale Range Verbal Interpretation

5 4.20 – 5.00 Strongly Agree

4 3.40 – 4.19 Agree

3 2.60 – 3.39 Somewhat Agree

2 1.80 – 2.59 Disagree

1 1.00 – 1.79 Strongly Disagree

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To the perception of the respondents about their professional roles as

teacher with respect to the different aspects, the following scale is used:

Scale Range Verbal Interpretation

5 4.20 – 5.00 Very Highly Performed

4 3.40 – 4.19 Highly Performed

3 2.60 – 3.39 Performed

2 1.80 – 2.59 Less Performed

1 1.00 – 1.79 Not Performed

Data Gathering Procedure

The researcher followed the following procedures when conducting

her study:

The researcher read different reference materials and browsed the

internet to collate important articles and studies significant to her study.

After the construction of chapter 1, the researcher then incorporates articles

and studies which have direct bearing to her studies to complete the chapter 2

and with the advised of her assigned statistician statistical treatments were

decided to complete her chapter 3. The completed chapter 1-3 then

presented to her adviser for critic and corrections.

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Then, the researcher made a questionnaire-checklist used as the main

instrument in gathering the data. The initial draft of the questionnaire was

presented to the assigned adviser and experts and had been face and content

validated. The colloquium then followed. Then the researcher corrected the

flaws and followed the comments and suggestions laid by the expert

panelists for the research betterment.

The researcher then constructed different letters in the conduct of her

study. First was the letter of approval to the adviser to the conduct of the

study, second was the letter of approval to all the public elementary schools’

respondents in Cainta I asking their administrators/ principals to conduct the

study in their respective school. The researcher completed chapters 4 and 5

after analyzing and interpreting the data gathered, followed by the final oral

defense. Following the chairman's constructive comments and careful

evaluation, as well as those of the panel members, thesis adviser, and

statistician, the study was edited and corrected. The researcher then prepared

the study for hard binding and distribution to all appropriate authorities.

Statistical Treatment of Data

The data were tallied and tabulated by the researcher using the

following statistical treatment:

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Frequency, Percentage and Rank Distribution. These were used to

determine the (SOP# 1) profile of the respondents in terms of gender, age,

position title, length of service, and highest educational attainment.

Weighted Mean. This is used to determine how (SOP# 2)

respondents describe their self-concept, and the (SOP# 4) perception of the

respondents about their professional roles as teacher with respect to the

different aspects.

One Way Analysis of Variance (ANOVA). This is used to determine

the (SOP# 3) significant difference on how the respondents describe their

self-concept in terms of profile, and the (SOP# 6) significant difference in

the perception of the respondents about their professional roles as teacher

with respect to the different aspects in terms of their profile.

Pearson r. This is used to determine the (SOP# 4) significant

correlation between the self-concept and the profile of the respondent, and

the (SOP# 7) significant correlation between the self-concept and the

perceived professional roles as teacher of the respondents concerning the

different aspects.
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Questionnaire the Self-Concept and Its Impact to the Professional Roles

of Teachers in Cainta I, Division of Rizal: Basis for Professional
Development Program

Part I: Profile of the Respondents

Gender: Male ( ) Female ( )

Age: 50 years old and above ( )

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45 – 49 years old ( )
40 – 44 years old ( )
35 – 39 years old ( )
30 – 34 years old ( )
below 30 years old ( )

Position Title: Teacher I ( )

Teacher II ( )
Teacher III

Length of Service: 15 years and above ( )

10 – 14 years ( )
5 – 9 years ( )
1 – 4 years ( )
below 1 year ( )

Highest Educational Attainment

Doctoral Degree Holder ( )

w/ Units in Doctoral Degree Holder ( )
Master’s Degree Holder ( )
w/ Units in Master’s Degree Holder ( )
Bachelor’s Degree Holder ( )

Part II: Self-Concept ________________

Directions: Please describe your self-concept using the given scale below:

Scale Verbal Interpretation

5 Strongly Agree

4 Agree
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3 Somewhat Agree

2 Disagree

1 Strongly Disagree

Self-Concept 5 4 3 2 1
1
2
3
4
5
6
7
8
9
10

Part III: The Professional Role of the Respondents

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Directions: Please rate your perceptions about your professional roles using
the given scale below:

Scale Verbal Interpretation

5 Very Highly Performed

4 Highly Performed

3 Performed

2 Less Performed

1 Not Performed

A. Motivator 5 4 3 2 1
1 Provides stimulation and encouragement to
increase students' interest and motivation.
2 Publicly praise learners.
3 Encourages learners to seek out learning
opportunities even at home.
4 Creates an environment conducive to learning.
B. Evaluator 5 4 3 2 1
1 Ensures that doing all to help learners achieve
their potential.
2 Provides learners with a continually improving
learning experience.
3 Supports the learning development of learners.
4 Conduct fair evaluation and assessment.
C. Partner in Effective Interaction 5 4 3 2 1
1 Creates a safe learning environment with
supportive relationships.
2 Creates good opportunity for learners to ask
questions and get feedback on their work.
3 Leads effective communication with learners.
4 Plans more lessons, shares ideas, and problem-
solving together with learners.
D. Cognitive-Diagnostic 5 4 3 2 1
1 Creates a psychologically safe climate for
children's learning.
2 Helps learners realize that making mistakes is part
of learning
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3 Collects spontaneous data on the learner’s level of

knowledge.
4 Applies a standardized method like curriculum-
based testing to determine a student's knowledge
level of a specific standard.
E. Regulator of Social Relations 5 4 3 2 1
1 Improves students' emotional and social
capabilities.
2 Provides in learners’ needs of a balanced set of
cognitive, social and emotional capabilities.
3 Links together learners.
4 Creates friendly learning environment.