Education Management

PSYCHOLOGICAL CONTRACT AND LEVEL OF MOTIVATION OF COLLEGE EDUCATORS IN GENERAL MARIANO ALVAREZ (GMA) AND CARMONA, CAVITE

The study was conducted to determine the relationship between the psychological contract in terms of relational contract, transactional contract, perceived employer’s commitment to the employees, and employee’s commitment to the employer and the levels of motivation of college educators in General Mariano Alvarez (GMA) and Carmona, Cavite. Ninety-nine full-time college educators were randomly chosen as respondents from four colleges/universities. Findings revealed there is strong psychological contract in terms of relational contract and employees’ commitment to the employer. This means a long term relationship creates trust and loyalty to the institution, which in turn commit itself to its employers that eventually affect the level of motivation of the educators. On the other hand, there is a moderate psychological contract in terms of transactional contract and the perceived employers’ commitment to the employees that there is no significant relationship between these two and the level of motivation. Most educators are motivated because of intrinsic factors, such as recognition from their students, sense of accountability and responsibility, and feeling of professional growth. Extrinsic factors, on the other hand, include having camaraderie with their co-educators, associating with their students, and seeing their improvement.

ENRICHING THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF SCIENCE TEACHERS THROUGH AN ENHANCEMENT TRAINING PROGRAM

The study was conducted to enhance the Technological Pedagogical Content Knowledge (TPACK) of selected public school science teachers in Quezon province through development of a training program. The mixed method of research design was utilized in the study wherein quantitative data and qualitative data were triangulated. The respondents were thirty (30) science teachers from Division of Lucena City, Division of Tayabas City and Division of Quezon. The weighted mean, t-test for significance and one-way ANOVA were used as statistical treatment of the data. Based on the findings, it was concluded that the respondents have sufficient knowledge in each domain of Technological Pedagogical Content Knowledge (TPACK). However, aiming to elevate higher the TPACK of science teachers, an enhancement training program was developed. Implemented to the respondents, it is valid for use and it can enhance the science teachers’ TPACK level regardless of their age, sex, and teaching experience. It was recommended that science teachers may consider using the TPACK framework in order to develop their knowledge level and to enhance the teaching and learning processes. School administrators may also adapt the TPACK training program as part of their faculty development program.