MAZEDAN DIGITAL LIBRARY

#	Authors	First Online	DOI	Downloads	Citations
1.	Janeza A. Sorbeto	25 Mar 2021	NA	16	0

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Janeza A. Sorbeto

25 Mar 2021

Abstract

This study examined the multi-tasked teachers’ attitude, classroom management skills and its performance. Descriptive-correlational research design was employed to describe and analyze the data gathered from 300 teachers assigned in small secondary schools. The performance of multi-tasked teachers in their IPCRF was very satisfactory. Multi-tasked teachers’ attitude in terms of endurance was significantly related to assessment and reporting of teachers with inversed relationship. Risk-taking competence attitude of teachers relate was linked with the over-all performance of respondents. Endurance and risk-taking competence in attitude of multi-tasked teachers were the best indicators that significantly influenced the performance of teachers on assessment and reporting. The negative t-value emphasized that there is a need to maintain the endurance and risk-taking competence attitude of teachers like giving service credit, a compassionate and considerate administrator as their motivation so that the t-value will become positive. Multi-tasked classroom management skills in terms of knowledge influenced curriculum and planning. The individualization relates the over-all performance of multi-tasked teacher’s classroom management skills.The issues and challenges that confronted the multi-tasked teachers were the exhaustive and non-focus in teaching. The coping mechanisms of multi-tasked teachers on the issues and challenges were endurance, patience and proper time management. The multi-tasked teachers suggested actions for the resolution of issues and challenges, which include deloading of tasks and a considerate, compassionate administrator.

Attitude, Classroom Management Skills, and Performance of Multi-Tasked Teachers

Abstract

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