Republic of the Philippines

Department of Education

Region IV-A CALABARZON

Division of Rizal

Janosa National High school

Janosa, Binangonan Rizal

Submitted by:

Aoanan John Russel A.

Marasigan Diana Rose.

Arabit Prince Kian.

Villadiego John Lloyd

Submitted to:

Ms. Louisse Ann V. Era

Teacher, Practical Research 2

 Chapter 1

Introduction

This study aims to evaluate the Level of Readiness of newly Hired Teachers
at Janosa National High School who have completed practice teaching
courses. By examining their preparedness in key areas such as lesson
delivery, classroom management and student management study seeks to
identify strengths and areas for improvement. The findings will provide
valuable insights for the school administration to refine their introduction
programs and support mechanisms ultimately enhancing the overall
educational experience for students

A Teachers career transition from student teachers to fully qualified

educators is a critical stage required educator. It is required of newly hired
instructors to apply curriculum standards, handle pupils well and quickly
adjust to the classroom setting. The caliber and efficacy of the practice
teaching courses these new teachers have taken have an impact on this shift
of Janosa National High School. The goal of the practice teaching course is to
close the knowledge gap between theory and practice. The goal of these
courses is to provide aspiring educators with the knowledge abilities and self-
assurance needed to manage authentic classroom scenarios. They address a
range of pedagogical topics such as student assessment, classroom
management and lesson planning. Even though these courses are planned,
newly recruited teachers may not be at the same level of preparedness.

Background of the study

The practice teaching course is a fundamental aspect of teacher education,

providing aspiring educators with essential hands-on experience in classroom
settings. At Janosa National High School, this program plays a pivotal role in
preparing future teachers by allowing them to apply their knowledge in real-
world scenarios. As educational standards evolve, the readiness of these
student teachers to assume full responsibility in the classroom . Readiness
encompasses a variety of competencies, including lesson planning,
classroom management, effective communication, and the ability to adapt
have completed the practice teaching course is essential for understanding
how well they are prepared to enter the teaching profession.
Janosa National High School has a mission to develop competent and
confident educators who can contribute positively to the educational
landscape. The school’s commitment to quality education necessitates a
thorough evaluation of its practice teaching program and its impact on
student readiness. Previous research highlights a range of challenges faced
by novice teachers, including classroom management difficulties and the
need for ongoing professional development. By examining the readiness
levels of students who have undergone the practice teaching course, this
study aims to identify strengths and areas for improvement, ultimately
enhancing the effectiveness of teacher training programs. The findings of
this study will not only inform the practices at Janosa National High School
but also contribute to the broader discourse on teacher preparedness in the
educational community. Through this research, we seek to ensure that new
educators are well-equipped to meet the demands of modern classrooms and
foster a successful learning environment.

THEORETICAL FRAMEWORK

This study is hinged from the Social Learning Theory , which focuses on the
learning that occurs within a social context. It considers that people learn
from one another; via observation, imitation, and modeling. Among others,
Albert Bandura is considered the leading proponent of this theory. Bandura’s
social learning theory (1977) emphasizes the importance of observing and
modeling the behaviors, attitudes, and emotional reactions of others.
Bandura states that learning would be exceedingly laborious, not to mention
hazardous if people had to rely solely on the effects of their own actions to
inform them on what to do. Most human behavior is learned observationally
through modeling. From observing others, one forms an idea of how new
behaviors are performed, and on later occasions, this coded information
serves as a guide for action (Anchor and Duguryil, 2014). Aligned with social
learning theory is the mutual benefit model developed by Zey (1984), drawn
from the social exchange theory. Zey (1984) pointed out that in the
university setting, the mentor and mentee enter into a relationship in order
to meet certain needs, and the relationship continues for as long as the
mentees and mentors continue to benefit from each other. Another
foundation of this study is the concept of lifelong learning. Pastuović (2006)
pointed out that lifelong learning is closely linked to the concept of a learning
society, and the concept of “knowledge society” further claims that learning
must be a lifetime process. Given the fact that enrolling in different school
programs is not always possible through a whole lifetime, gaining knowledge
and learning has to become available outside the school system per se, and
it has to be available to all people regardless of their previous education and
business rank. In other words, the concept of lifelong learning has to enable
meaningful education harmonized with one’s professional and personal
life.Thus, the study was framed within the context of Bandura’s Social
Learning theory (1977); Zey’s (1984) Mutual Benefit Model, and Pastuović’s
(2006) Concept of Lifelong Learning. As the newly hired teachers observe the
teaching of the serving teachers, they can model the teaching strategies of
the veteran teacher. The dis relationship can help the newly hired teacher to
be effective. Strategies consistent with social learning theories include
mentoring, apprenticeship, on the job training, and internships. Each involves
learning in a social situation whereby novice learner’s model more
experienced teachers or co-workers (Skamp and Mueller, 2001 Hobson,
Ashby, Malderez, and Tomlinson (2009) used the mutual benet model as a
framework for teacher induction and teacher mentoring interchangeably.
The model suggested elements to compose a neophyte teacher mentoring
program to include orientation sessions, conversations with faculty
colleagues, conference meetings with supervisors, capacity building
workshops, workload reduction, one-to-one classroom assistance, and
mentoring sessions.To Mansilla and Jackson (2011), effective lifelong learners
are self-reliant and acquire higher-order cognitive competencies. By
promoting the capacity to learn and grow, learning and innovation skills
facilitate the mastery of other 21st century skills such as the capacity to
recognize perspectives, communicate ideas, take creative action, and draw
on relevant disciplinary and interdisciplinary expertise to solve complex
problems. Educated workers in the twenty-first century need to be able to
understand and work with complex ideas and be able to evaluate information
critically. Other vital skills include the ability to discern relationships between
existing and new information, and between new contexts and goals, and to
locate new knowledge when needed (Gijsbers and van Schoonhoven, 2012).

Conceptual Framework

Input

Profile of the respondents:

•Age

•Sex

•Family Economic Status

Process:

Assessment of Readiness:

Evaluation of teachers in terms of :

•Knowledge of content

•Teaching skills

•Classroom management

•Attitude towards teaching

Outputs:

Assessment of teaching skills in areas such as lesson delivery, classroom

management, and student engagement.

STATEMENT OF THE PROBLEM

This researcher sought to answer the following question:

1. What is the profile of the respondents in the term of the following

variables?
1.1. Age

1.2. Sex

1.3. Family economic status

1.4. Higher Education Institution (HET) Attended?

2. What is the level of readiness of newly hired teacher at Janosa National

High School in terms of the following variables?

2.1. Knowledge of content:

2.2. Teaching skills and:

2.3. Attitude towards teaching?

3. What recommendations can be made based on the findings regarding

the level of readiness of newly hired teachers?

Hypothesis
 There is no significant relationship between the profile of the respondents
and the level of readiness of newly hired teachers in terms of knowledge of
content, teaching skills and attitude towards teaching at Janosa National
High School.

Scope and limitation

This study focused on the level of acceptance of the students and teachers
in Janosa National High School regarding the implementation of the program
which is being implemented. This study is interested in how the students and
teachers perceive the implementation of the students . The researchers
would also like to know the students’ and teachers’ perception about. This
research study is limited or focused only on the Grade 11 and Grade 12
students and teachers of Janosa National High School. Nonetheless, further
researchers may use another setting to check the consistency of the result.

Significance of the study

Educational Improvement: Understanding student’s readiness can inform

curriculum adjustments and teaching strategies, ensuring they are better
equipped for real classroom settings.

Skill Development: Identifying strengths and weaknesses helps in developing

targeted training programs that enhance essential teaching skills, such as
classroom management and lesson planning.

Teacher Preparation: Insights from the study can improve teacher education
programs, ensuring that future educators are more prepared for the
challenges of teaching.
Student Outcomes: Analyzing readiness levels can lead to better student
engagement and learning outcomes, as prepared teachers are likely to foster
more effective learning environments.

Policy Implications: Findings can contribute to educational policy discussions,

guiding investments in teacher training and resources.

Community Impact: The readiness of teachers ultimately affects the quality

of education in the community, influencing student achievement and
community development.

Definition of terms

The following terms are defined conceptually in the conduct of the study.
This terms include the following:

Readiness – the statement of being fully to perform teaching effectively

including lesson planning, classroom management, and student
engagement.

Newly hired – worker who has not been previously employed by the employer
or was formerly employed by the employer but has not been employed for at
least 60 consecutive days.

Teacher – a person who is involved in teaching.

Underwent – experience or be subjected for [something, typically something

unpleasant, painful, or arduous].

Practice – the actual application or use of an idea, belief, or method, as

opposed to theories relating to it.
“The principles and practice of teaching”

Perseverance – persistence in doing something despite difficulty or delay in

achieving success.

Consistency – conformity in the application of something typically that which

is necessary for the sake of logic, accuracy, or fairness.