Competence, Satisfaction and Motivation on Distance Teaching of English Teachers
Keywords:
English Language Teaching Competence, Satisfaction , Motivation , Distance teachingAbstract
This quantitative-qualitative study aimed to investigate the English teachers’ competence, satisfaction, and motivation on distance teaching while considering external factors such as sex, age, educational attainment, type of school, education level taught, and length of English teaching experience. It involved 100 English teachers from public and private elementary, secondary and tertiary schools in the 4th District of Iloilo. A researcher-made questionnaire was used to collect the needed data. Means, percentages, and frequency counts, Mann-Whitney U-test, Kruskal Wallis, Multiple Regression, and Kendall's tau-b correlation were utilized to interpret the results. English teachers are highly competent, satisfied, and highly motivated in distance teaching as a whole and when grouped according to their personal profile. There are no significant differences in competence and satisfaction when grouped according to their personal profile except in educational attainment. Moreover, there are no significant differences in their motivation when categorized as to their personal profile. There is a significant relationship between English teachers' educational attainment and competence and motivation on distance teaching. There is a weak, positive correlation between competence and satisfaction, competence and motivation, and satisfaction and motivation on distance teaching of the respondents. A proposed training design was crafted out of the results of the study.
References
Adams, D. S. (2016). Teaching distance education in library science: A comparative study of faculty satisfaction, teaching effectiveness, and support services (Order No. 10127007). Available from ProQuest Central. (1808950168). Retrieved from https://www.proquest.com/dissertations-theses/teaching-distance-education-library-science/docview/1808950168/se-2?accountid=207723
Akram, H. et al. (2021). Education During COVID-19: AnAssessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model. Front. Psychol., 26 August 2021 Sec. Educational Psychology http ://doi.org/10.3389/fpsyg.2021.736522
Bentea, C. (2012). Teachers Motivation and Satisfaction for Professional Activity. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1842812001929
Bigatel, P.M. et al. (2005). The identification of competencies for online teaching success. Journal of Asynchronous Learning Networks, Volume 16: Issue 1. Pennsylvania State University
Bolliger, D., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103 116.
Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195203.doi:10.1016/j.iheduc.2011.11.001
Borup, J., Graham, C. R., & Davies, R. S. (2013). The nature of adolescent learner interaction in a virtual high school setting. Journal of Computer Assisted Learning, 29(2), 153–167. doi:10.1111/j.13652729.2012.00479.x
Borup, J., West, R. E., Graham, C. R., & Davies, R. S.(2014). The Adolescent Community of Engagement: A framework for research on adolescent online learning. Journal of Technology and Teacher Education, 22(1), 107–129.
Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195203.doi:10.1016/j.iheduc.2011.11.001
Eliver, A., Abule, A., Cornel, M., & Maguate, G. (2023). Teachers research Perception, competence and Work Performance: Basis for A Capability Building Plan. International Journal of Scientific Research and Management (IJSRM), 11(10), 42-73.
Elshami, W. (2021). Satisfaction with online learning in
the new normal: perspective of students and faculty at medical and health sciences colleges. Retrieved from: https://www.tandfonline.com/doi/full/10.1080/10872981.2021.1920090
Engada, J. D., & Maguate, G. (2023). PROJECT LEARNDEMIC (Learning Assessment and Reading Development through Enhanced Modified Intervention and Collaboration). International Journal of Scientific Research and Management (IJSRM), 11(09), 31-41.
Farhat, A. (2021). University Instructors' Perceptions
toward Online Teaching at the Onset of the COVID-19 Outbreak in Lebanon: A Descriptive Study. Researchgate DOI:10.47631/mejress.v2i2.243; Retrieved from: https://www.researchgate.net/publication/351478997_University_Instructors'_Perceptions_toward_Online_Teaching_at_the_Onset_of_the_COVID-19_Outbreak_in_Lebanon_A_Descriptive_Study
Farmer, T and West, R. (2019). Exploring the Concerns ofOnline K-12 Teachers. Journal of Online Learning Research (2019) 5(1), 97-118. Retrieved May 22, 2021. from https://files.eric.ed.gov/fulltext/EJ1208818.pdf
Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed.). London: McGraw-Hill Higher Education.
Fulgencio, R. G., & Maguate, G. (2023). Awareness and Implementation of the Public Elementary School Teachers of the Positive Discipline Model: Basis for a Guidance program. International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 6(08), 41-61.
Graham, C. R. (2006). Blended learning systems: Definition,current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco, CA: Pfeiffer Publishing
Gernalin, J., Bautista, M., & Maguate, G. (2023). Compliance with the code of Conduct and Teaching performance. Valley International Journal Digital Library, 3036-3062.
Harasim, L. (2012). Learning theory and online technologies. New York: Routledge/Taylor & Francis.
Hawkins, A., Barbour, M. K., & Graham, C. R. (2012).“Everybody is their own island”: Teacher disconnection in a virtual school. The International Review of Research in Open and Distance Learning, 13(2), 124–144
Kuama, S. & Intharaksa, U (2016). Is Online Learning Suitable for All English Language Students? PASAAVolume 52 July - December 2016. Retrieved May 19, 2021, from https://files.eric.ed.gov/fulltext/EJ1134684.pdf
Jayme, R., & Maguate, G. (2023). Issues and Concerns of Teachers towards Modular Distance Learning Approach. International Journal of Scientific Research and Management (IJSRM), 11(08), 2848-2857.
Macapagong, E., Maguate, G., & Geroso, M. J. S. (2023). Living and Teaching Internationally: Teachers’ Experiences, Prospects and Challenges. Valley International Journal Digital Library, 2882-2894.
Matar, S. F. (2021). An exploration into job satisfaction and motivation among senior and middle managers in Egyptian textile industry.Retrieved May 22, 2021. from ttps://bradscholars.brad.ac.uk/bitstream/handle/10454/4934/4-%20CHAPTER%203.pdf?sequence=4&isAllowed=y
Mercado, I. P. B. (2013). Relationship of the Online English Teachers’ Competencies to Selected Variables: Implications to Online English Teaching. American International Journal of Contemporary Research Vol. 3 No. 12; December 2013. Retrieved May 21, 2021, from http://www.aijcrnet.com/journals/Vol_3_No_12_December_2013/7.pdf
Mora-Ruano, J.G., Gebhardt, M., and Wittmann, E. (2018). Teacher collaboration in german schools: do gender and school type influence the frequency of collaboration among teachers? Front. Educ. 3:55. doi: 10.3389/feduc.2018.00055
Ohoylan, J. G. D., & Maguate, G. (2023). TikTok: Undistressing Tool for Teachers. International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 6(07), 149-155.
Ofoegbu, F.I. (2004). Teacher motivation: A factor for classroom effectiveness and school improvement in Nigeria. College Student Journal, 38(1), 81-89.
Pasique, D. A., & Maguate, G. (2023). Challenges And Opportunites Among Educators in The Implementation of Continuing Professional Development. International Journal for Multidisciplinary Research (IJFMR), 5(4).
Raghavan, S. and Kumar, P.R. (2008). THE NEED FOR PARTICIPATION IN OPEN AND DISTANCEEDUCATION: The Open University Malaysia Experience. Turkish Online Journal of Distance Education-TOJDE October 2008 ISSN 1302-6488, Volume: 9 Number: 4 Retrieved from: https://www.academia.edu/1020728/TURKISH_HIGH_SCHOOL_STUDENTSCONSIDERATIONS_EXPECTATIONS_AND_AWARENESS_ON_DISTANCE_EDUCATION?email_work_card=title
Salayo, J. (2021). Engagement and Satisfaction of Senior High School Teachers and Students during the Emergency Remote Learning Teaching (ERT). Researchgate DOI:10.48185/she.v2i1.186. Retrieved from: https://www.researchgate.net/publication/352872862_Engagement_and_Satisfaction_of_Senior_High_School_Teachers_and_Students_during_the_Emergency_Remote_Learning_Teaching_ERT
Sarantakos, S. (2013). Social research (4 th ed.). New York: Palgrave Macmillan
Velasquez, A., Graham, C. R., & Osguthorpe, R. D. (2013).Caring in a technology-mediated online high schoolcontext. Distance Education, 34(1), 97–118. doi:10.1080/01 587919.2013.770435
Wimmer, R., & Dominick, J. (2011). Mass media research: An introduction (9th ed.). Belmont, CA: ThomsonWadsworth.
