Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 3 no. 6 (2022)

Secondary Science Teachers’ Attitudes and Performances Correlate with Schools’ Performances During Modular Distance Learning

Noraysa Kasan | Alyahza Kasan | Nor Ayn Salindao | Haron Mohamad

Discipline: Education

 

Abstract:

The study aims to determine the correlation of science teachers’ attitudes and performances with the schools’ performances of public secondary schools during Modular Distance Learning in Maguindanao II Division. Specifically, it determines the science teachers’ scientific attitudes and performances and schools’ performances during Modular Distance Learning. Quantitative research design was used in this study. There were 30 secondary science major teachers and 30 school heads participants. An adopted and modified survey questionnaire was used to gather the data. The data were gathered and analyze using statistical tools such as weighted mean, correlation, standard deviation and regression analysis. The result revealed the following: First, Science teachers’ Scientific attitudes during Modular Distance Learning in terms of scientific behavior, scientific belief, and views toward Modular Distance Learning are positive. Second, teachers’ performances as administrator, teacher, and adviser during Modular Distance Learning are high. It means that Science teachers performed their task responsibly. Third, secondary public schools’ performances during Modular Distance Learning are above average. This means that Science teachers frequently agree that school’s objective is attained. Fourth, there is a significant relationship between science teachers’ scientific attitudes in terms of views toward Modular Distance Learning and schools’ operational performance. Fifth, there is a significant relationship between science teachers’ performances as administrator and teacher and schools’ economic and operational performances. Lastly, the teachers’ performances best influence the schools’ performances.



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