BEED PRE-SERVICE TEACHERS MOTIVATION TO THE

TEACHING PROFESSION AT BATANGAS

STATE UNIVERSITY-ROSARIO

A Thesis Proposal
Presented to
The Faculty of the College of Teacher Education
BATANGAS STATE UNIVERSITY - Rosario
Namunga, Rosario, Batangas

In partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION

By:
Maribelle J. Bacordo
Jenny May E. Gibaga
Dayanarra D. Leynes

March 2016

Chapter I
THE PROBLEM
Introduction
Education as a course is decided based on criteria that reflect
ones personal values, temperaments, experiences, and skills.
Choice of teaching as a career was not made lightly; rather, it
was the culmination of a process of reflection about what a
person wanted to do with his/her life and his/her education.
Most students decided to take up Education because it is
their very own choice. Others chose to be in this program
because of the availability of scholarship. Others are due to
parental influence or peers. Some students chose education as a
course because they believe that education is perhaps the most
important function performed in our culture, or for that matter,
any

culture.

They

believe

that

teachers

individually

and

collectively can not only change the world, but improve it, and in
the process find personal and professional renewal. It is best to
be part of this noble profession, and someday to be counted
among those in whom future pre service teachers found
inspiration.

Teaching Profession is said to be one of the oldest of all learned professions

known in the civilization. It ranks with the profession of law, medicine and
ministry in the point of age. The teaching personnel plays an important role in our
country, whether in rural or urban that is a bulwark of democracy and shares the
great task of education.
Teacher Education shall mean the pre-service education, in service
education, and graduate education of teachers, in various areas of specialization.
Pre-Service Education is the education and training provided to student
teachers before they have undertaken any teaching. It is the instruction which takes
place before a persons begins a job or task.
The trainees can take all the time they need to focus on their learning
without having other responsibilities.
Given the importance of primary education as a basis for a knowledge society,
the aim is to contribute towards improving the effects of pre-service teacher
training, in terms of lifelong learning and professional efficacy. We present the
results of research carried out with the aim of relating pre-service training
curricula and the construction of teacher identities. Here, in traditional conception
of school work persists which forces new teachers to adapt to the real schools.
The purpose of pre-service experiences is to allow students to practice the
strategies and concepts they have been learning in their college education courses.

Pre-Service teachers learn to prepare and give lessons and measure students
progress.
It is very important to the learners to be motivated by their teacher for them
to study very well. This brings effective learning process. The effective teaching
and learning is possible when the pre-service teacher is familiar to motivate of
their career choice.
Significantly, this research aims to understand many motivational forces by
which students could develop commitment to teaching as a career. Emphasized
that the quality of school teachers especially in the elementary level affects how
children learn in the later stage of life.
Statement of the Problem
This study aims to identify the BEED Pre-Service Teachers' Motivation to
the Teaching Profession at Batangas State University - Rosario during the school
year 2015 - 2016.
Specifically, this study seeks answer to the following questions:
1. What are the factors that motivate the respondents to pursue the profession?
2. What is the level of respondents' awareness in teaching profession in terms of:
2.1 teaching practices;
2.2 academic preparation;

2.3 classroom management;

2.4 administrative task of teachers?
3. Is there any significant relationship between the extent of motivation of the
respondents and the level of awareness in teaching profession?
4. Based on the findings, what plan of action can be developed in order to enhance
the pre-service teachers motivation to the teaching profession?
Scope, Delimitation and Limitation of the Study
This study entitled "BEED Pre-Service Teachers Motivation to the
Teaching Profession" focused on the career choice of BEED students, their
motivation and level of awareness to the field.
The Pre Service teachers of CTE were the foci of this study. This
investigation is concerned with the factors that motivate them to take the BEEd
program and with how aware they are to the profession. There were 32 Junior and
16 Senior BEED students who serve as respondents of this study.
This study excludes the in service teachers and students of the BSEd
program.
The researchers will utilize a descriptive type of research with the
questionnaire as the main instrument in gathering data.
Significance of the Study

The researchers strongly believe that the result of this study will help the
different groups of people such as school administrators, teachers, students and
future researchers.
Administrators. This study will help them come up with curricular
decisions that would help Pre Service Teachers be more motivated towards the
profession.
Teachers. This study will help them in guiding their teaching, how they
will handle the attitudes of Junior and Senior BEEd students based on their level
of awareness toward the teaching profession.
Education Students. The findings of the study will help them be more
aware of the teaching profession and be more inspired to it, thus leading to better
performance and attitude as future educators.
Future Researchers. This study will give them additional knowledge
regarding the teaching profession. This study may stand as their guide in the
willingness to continue a research similar to this endeavor. They may use the
results of this study to validate their own results and the research literature to
enrich the text of their own study.
Reseachers. The can use the results of this study as inspiration to perform
better and to have a more positive attitude or outlook toward the teaching
profession.

Chapter II
REVIEW OF LITERATURE
This chapter deals with the review of both conceptual literature and
research literature to make the current study clear to the readers. It consists mostly
of summary of different sources such as books, internet, an unpublished materials
that are important and relevant to the present study.

Conceptual Literature
According to Virginia Wesleyan College, a pre-service teacher is a college
student involved in a school - based field experience. Under the supervision of a
cooperating teacher, the pre-service teacher gradually takes on more classroom
management and instructional responsibilities.
The pre-service teachers need to experience the content, pedagogy and then
transform it into teaching practices, but they also need to experience the
difficulties of dealing with the uncertainty of the solutions in a socio- scientific
issue, before they are able to design (Evagorou, 2011).
Pre-Service. Pre-service and In-service teachers must resolve to do away
with the usual memory learning. The spoon-feeding practices are still resorted to.
In teacher-learning experiences is at the base. It is the foundation upon which new
ideas and behaviors are formed with prior experiences, students are able to create
their own meaning, concepts and perspectives (Methods of Teaching).
Training is an integral part of teacher education. While education is
concerned with attaining learning, training is aimed at developing skills. Education
makes the teachers informed and knowledgeable about a particular discipline,
training enables them to acquire the technical know-how. Both lead to towards
knowledge acquisition. Training concentrates on application acquired knowledge.
Training can enable teachers to acquire higher order cognitive abilities such

as those employed in problem solving, decision making and reflective thinking. It

can likewise develop the affective abilities and dispositions through values
clarification and modeling.
During their pre-service training the future teachers are envisioned to
develop the cogent skills related to the following status. (1) planning instruction,
(2) conducting instruction, (3) assessing and evaluating learning assessment
instruments, utilizing a wide variety of evaluation techniques and recording and
reporting progress are indispensable in the teaching agenda, (4) reflecting on ones
teaching, they must be provided with training and experience in analyzing what
goes on their daily classroom encounters with an end on view of revising,
retrieving or reinforcing teaching strategies and procedures used as to new
meaning arrived at, (5) developing human relations skills, included is the ability
and tact to establish positive and constructive relationships with students,
colleagues, administrators and parents, enhance positive social interactions in the
classroom and collaborate with peers and co-workers in the community, (6)
developing higher-order thinking skills, this includes competence in inferential
thinking, critical thinking and creative thinking. They must be step in problemsolving and decision-making activities through generous practice, (7) managing
the classroom, they must develop the ability to motivate and maintain a
cooperative work setting, exhibit a caring behavior, and employ sound
management practices. Above all, they must be trained in effective management of

resources including time and space, (8) performing administrative skills, this
would entail how to keep attendance and handle other routines. They must be able
to respond to administrative requests through proper communication, attendance
and leading the school community in undertaking school wide activities and
projects, (9) serving as teacher educators by facilitating training of pre-service
teacher (Teacher Education Journal, p.13-14).
Teaching Profession. Teaching is defined as instructing, tutoring or
educating. It stands for pedagogy, training and nurturing. As a profession it is
taken as a mission to old the young. Others are prepared to assume certain defined
duties and responsibilities. It may be regarded as a teacher's role in educating
children. Some refer to it as an occupation for a living.
On the other hand, teaching profession involved teaching practice. It is
practical use of teaching method, teaching strategies, teaching principles, teaching
techniques, and practical training and practice or exercise of different activities of
daily school life. It is cardinal and indispensable aspect in the preparation of
teachers. It is the common professional element in the preparation of trainee
teachers.
Teaching is your mission means it is the task entrusted to you in this world.
If it is you assigned task then naturally you've not to prepare yourself for it. From
now on you cannot take your studies for granted. Your four years of pre-service
preparation will equip you with the knowledge, skills and attitude to become an

effective teacher. However, never commit the mistake of culminating your mission
preparation at the end of the four-year pre-service education. You have embarked
in a mission that calls for a continuing professional education as the saying goes
"once a teacher, forever a student." (The Teaching Profession, p.45)
The end goal of a profession is service and as we have heard many times
"we cannot give what we do not have." We can give more if we have more. His
Holiness Pope Paul VI affirmed this thought when he said: "Do more, have more
in order to be more!". For us teachers, continuing professional education is a must.
For us teachers, continuing professional education is explicit on our
professionalization law and our Code of Professional Ethics.
Our service to the public as a Professional turns out to be deducted and
committed only when our moral, ethical and religious convictions inspire us to
embrace continuing professional education.
If you take teaching as your profession, this means that you must be willing
to go through a long period of preparation and a continuing professional
development. You must strive for excellence, commit yourself to moral, ethical
and religious values and dedicate yourself to public service (The Teaching
Profession. p.47).
Bachelor of Elementary Education. BEED is a four year degree program
designed to prepare students to become primary school teachers. The program

combines both theory and practice in order to teach students the necessary
knowledge and skills a primary school teacher needs.
Motivation is a cardinal principle in learning. A learner will learn only those
things he wants to learn. If a student is not interested in what he is learning, he will
simply "go through the motions" or worse, he will not engage himself in the
learning act at all (Principles and Strategies of Teaching, p.28).
Scholarship grants attract capable students, like those enjoyed in special
degrees that are fully supported by DECS, CHED, DOST and other government
agencies which generously fund scholarships in all disciplines. Stiff competition in
a nationwide examination and the school's qualifying tests enable the school to
select the intellectually capable and deserving. Consistent guidance and counseling
services provide assistance in cases when difficulties are encountered (Teacher
Education Journal, p.17).
Jeanneret and Cantwell, a further complication to the teacher education
process who discovered that, one cannot assume that exposure to a particular
instructional tactic will facilitate a willingness to use tactic in the classroom
(2002).
Motivational issues in education can have significant consequences for
students, notably affecting levels of engagement, learning, achievement, and
influencing future career paths (Deci & Ryan, 1985; Hardre, 2003; Pintrich &

Schunk, 2002; Sternberg & Wagner, 1994).

Henry, observes that one cannot choose what are does not know and many
occupations are unknown to most of us one may stumble into an appropriate
occupation by sheer luck, but the wise choice of occupation requires accurate
information about what occupation are available the knowledge and acceptable of
one's own attitude, abilities, needs, limitations, interest values feelings, peers, like
and dislike are essential and of relative importance in the choices of career (2011).

Research Literature
Different studies were reviewed pertinent to the present study to further
validate the findings of the study about the BEED Pre-service Teachers'
Motivation to the Teaching Profession.
Barte (2010) stated that teachers characteristics determine a considerable
extent on how much learning will take place. Teachers attitude as well as
expectation manifestation in their behaviour and practices contributes to the
enhancement of students motivation. Therefore, teacher is considered as the
highest important person in the field of teaching.
According to the study of Lardizabal (2000), teaching is a conscious
influence that one person exerts upon another that causes him to learn. It is a
complex human activity since it involved a wide range of human interactions of

organizational arrangement and material sources and covered in the teaching

process.
With the growing understanding the teaching is a complex problem solving
activity has come a call to give teachers freedom and responsibility. A number of
educational reform movements seek to involve teachers in designing curricula and
assessments, and making decisions for themselves and their students.
Almerino (2003) found out in his study that a big picture of a big family
with low educational attainment and inadequate investment was the sole
foundation of choosing a course which was psychologically motivated. The
respondents level of preferred intelligence the necessity of developing a career
development program was need in order to prevent any misfits and to assist
students in the process of crystallizing their career in life. She recommended that
this program be effectively implemented.
According to the study conducted by Singuan Jr (2003) it was found out
that the students self-concept showed no significant influenced their career
preference. The type of school and the academic achievement of students had no
influenced on their choice of career. He recommends that a more improved and
functional guidance provided in school to help students to make sound career
choices.
Vocal (2004) in her study noted that the quality of education is largely

dependent on the quality of teachers. They are expected to be source of vision

expertise, and inspiration to response more electively to the forces of change and
initiate improvement in education. Also teachers attitude influence students
achievement.
Galloy (2002) found out the many factors affect career choices of high
school students. Identifying these factors would give parents, educators, and
industry an idea as to where students place most of their trust in the career
selection process. It would also allow students to examine processes they use for
career selection. The literature review has provided recommended models in
career choices. The review of the literature showed that three areas of a students
life affect the career choices they make: environment, opportunity, and personality.
All three played varying roles in career outcomes. This study attempted to identify
to what extent these factors played a role in career choice and which were most
important.
Mendoza (2009) confirms that teacher in modernize days prefer to be
realistic on doing to their profession which likely to disseminate their personal
part.
According to the study conducted by Bustillo 2002 on personal and
professional qualifications of the teachers and teaching performance. His study
revealed that majority of the teachers engage in activities such as advance studies
in the graduate and post-graduate schools, has a high rating in their teaching

performance. She likewise discovered that those who were highly qualified
academically where more opportune to be promoted to higher positions or even
grunted with academic scholarships grants and privileges.
Garote (2009) stated that a teacher himself is a teacher in the classroom and
a teacher to his learning regardless to his physical, psychological disturbance,
status and community roles yet still he will only be affected by the pupil.
As cited by Olayao (2003) the task of a teacher is usually a variety of
human traits and competencies. The teachers job is not only to teach but to
influence and promoting the development to the individual learning environment.
In many instances teachers spend more time with their students than their
parents do, school schedules are demanding so it is important for teachers to be
effective in their method, instead of simply being the figure head of the classroom.
Gellel (2010) has termed communities of practice, connecting pre-service
teachers with practicing teachers, students and wider school communities. Gellel
argues that the practicums currently offered to teachers during their degrees are
not enough, and that pre-service teacher education should enable the creation of
communities of practice through short residential periods, social activities and
discussion groups (p.173). Further, pre-service teachers must be allowed space
within these communities to reflect, acquire stories and develop concepts that echo
the everyday realities of teachers and schools. For these communities to be

successful, Gellel stipulates that they must be led by teachers working within the
school reality and must have concrete links with schools and practicing teachers.
According to the study conducted by Garcez (2007), it was found out that
by increasing career development activities, which includes setting career goals,
students had a higher self-esteem. Maybe even more important, however, is that
students were more satisfied about the education they were receiving. This will, in
turn, hopefully lead to students having a deeper desire and commitment to succeed
in their education. Another outcome of a higher self-esteem, is that those students
chose more difficult goals than students with low self-esteems. She noted that
excellent detailed plan for teaching parents and teachers how to teach young
students to set career goals. The plan requires a total community effort through
educators, parents, and businesses. Students must be given an opportunity to
identify and explore their desired careers. They can accomplish this through the
"School to Work Transition" or "Job Shadowing Program". Through the
cooperative efforts of the entire community, students can identify career choices,
set career goals, and have higher self-esteem at an early age. Ultimately, they will
further their education and have a better chance of succeeding in the "do or die"
world in which we live.
Eduwen (2000), opined it is realistic that students desire help in order to
make satisfying choice of the occupation. Interest is one of the essential factors
that help an individual to choose a career, the individual may be interested in a

career that involves frequent interaction with people and demonstrate his love of
dealing with people by being humorous, friendly, helpful and understanding.
The study by Sinclair (2008), helps to get a better view as to why pre
teachers are entering the field and what motivates them. It also tells us a little
about the pre teachers who think on the contrary. Many pre teachers will not want
to teach or find that they are not cut out for the position. Others will go on and
become some of the best teachers in the world. "Entry and changing personal
motivation and commitment, along with initial teacher education coursework and
practicum experiences, have the potential to attract student teachers to teaching,
and affect how long (retention) and to what extent they will engaged deeply
(concentrate) in their initial teacher education courses, or question their initial
career decisions."
Synthesis
Related research studies had been discussed to give a background about the
present investigation.
The study of Almerino is similar to the present study as it focused on the
occupation of parents which can affect the career preferences of a student.
Meanwhile, it differs from the present study because it emphasizes only to the big
picture of a big family with low educational attainment and inadequate investment
was the sole foundation of choosing a course which was psychologically

motivated. He also makes use of a survey questionnaire in assessing their

respondents and at the end he tried to come up with the proposed alternative
activities that can help study to easily understand teaching profession that is
similar to the present study because it uses the same tool for gathering data.
The study of Siguan Jr is different to the present study because it doesnt
include the awareness of the students teaching profession. However, it was related
to the present study for it concentrated on the students self-concept, type of school
and academic achievement which can influence their career preferences. And he
also makes use of questionnaire to be answered by the chosen respondents.
The study conducted by Olayao was similar to the present study from his
findings it was mentioned the roles and responsibilities of a teacher that the task of
a teacher is visually a variety of human traits and competencies the teachers job is
not only to teach but to influence in promoting the development of basic skills,
desirable work habits and attitudes, values, judgment and adjustments to the
individual learners environment. The difference was it only focused on the task of
a teacher while the present study focused on the expectation of the students toward
teaching.
The study of Bustillo is different to the present study because it emphasizes
only to the qualifications of a good teacher. Meanwhile, it is similar to the present
study as it focused on the opportunities of a teacher, personal and professional
qualification of the teachers and their teaching performance. His study revealed

that majority of the teachers engage in activities such as advance studies in the
graduate and post-graduate has a high rating in their teaching performance. She
likewise discovered that those who were highly qualified academically where
more opportune to be promoted to higher positions or even grunted with academic
scholarships and professional grants and privileges.
Connection to the present study was established with the study of Vocal and
Barte wherein they both discussed the profile of the respondents which can affect
the role and responsibilities of a teacher and also they discussed the quality of
education that is largely dependent on the quality of teachers and teachers
characteristics determine a considerable extent on how much learning will take
place. Meanwhile, it differs from the present study as a focus on the different
appropriate strategies in presenting subject matter while the present study
emphasizes on the awareness of freshmen of the college of teacher education in
the teaching profession. They also both make use of a survey questionnaire in
assessing their respondents that is similar to the present study because it uses the
same tool for gathering data but it is different because it aims to evaluate quality of
education and the attitudes of a teacher rather that assessing the awareness of the
respondents of the present study.
Another study, which is different to the present study, is the study of Garote
and Mendoza both studies pointed out that a teacher himself is a teacher in the
classroom and a teacher to his learning regardless of his physical, psychological

disturbance, status and community roles yet still he will only be affected by the
pupil. And teacher in modernize days prepare to be realistic on doing to their
profession which likely disseminate their personal part but they differed in terms
of place and investigation. It is similar to the present study because they both
make use of a survey questionnaire to be answered by the chosen respondents and
at the end they both tried to come up with a intervention activities that can help
students and teachers to easily understand teaching profession.
Generally, the cited studies aided the conceptualization of this study. Like
other studies, it is done to know the awareness of pre-service teacher motivation
related to career choice in teaching profession at batangas state university-rosario
that will lead to the betterment of the student's performance in educative process.
Conceptual Framework
This part presents a concept of the BEED Pre-service Teachers' Motivation
to the Teaching Profession. This study intends to assess the motivation of Preservice teachers of the College of Teacher Education in the teaching profession at
Batangas State University-Rosario Campus.
In the conceptual paradigm as shown in figure 1, the researchers used the
Input-Process-Output approach in presenting the variables of the study.
The input presents the level of awareness to teaching profession

Next is the process, this included the procedures like survey questionnaire
that were undertaken by the researchers to access the input.
Lastly, the output dealt with the outcome of the study which is a proposed
Action Plan.

Research Paradigm

Input

Level of Awareness

Process

Output

Survey Questionnaire

To

enhance

Pre

to Teaching

Service

Profession

motivation to the

Teachers

Teaching Profession

Figure 1
A Conceptual Paradigm on the BEED Pre-Service Teachers' Motivation to the
Teaching Profession at Batangas State University-Rosario.
Hypothesis

There is no significant relationship between the extent of motivation of the

respondents and the level of awareness in teaching profession in terms of teaching
practices, classroom management and administrative task of teachers.
Definition of Terms
To fully understand the study, the following terms were defined
conceptually and operationally.
Bachelor of Elementary Education. Is an undergraduate professional
degree which prepares students for work as a teacher in schools, though in some
countries additional work must be done in order for the student to be fully
qualified to teach. In this study, it refers to the program taken by Pre Service
teachers who act as subjects of the study.
Motivation. Forces acting on or within a person causing a initiation of
behavior (Britannica, 2002) or what is that moves us. In this study, it refers to the
factors that led BEEd students to take the teaching profession as a course.
Pre-Service Teachers. It refers to college of education students (Principle
of Teaching I, p.18). In this study, the term refers to BatStateU-Rosario education
students who are taking Field Study courses and Student teaching.
Profession. A vocation requiring knowledge of some department of
learning or science the profession of teaching (Random House, Webster's
unabridged dictionary). In this study, it refers to the act of instructing others and

sharing knowledge to pupils.

Teaching. The act, practice, occupation or profession of a teacher (Free
Online Dictionary). In this study, it refers to the act of the teachers in giving or
sharing knowledge and information to the students.
.

Chapter III

RESEARCH METHOD AND PROCEDURE

This chapter presents the research design, methods and procedures used by
the researchers to gather the relevant and necessary data. It includes the research
design, subject of the study, data gathering procedures and statistical treatment of
data.
Research Design
The descriptive method of research was used in this study. This study
describes BEED Pre-Service Teachers' Motivation to the Teaching Profession.
This research used a questionnaire because it is the most appropriate
instrument since the main purpose of the study is to ascertain the BEED Pre Service Teachers' Motivation to the Teaching Profession. This study was
conducted with the junior teacher education students and senior teacher education
students of BatStateU-Rosario Campus as respondents.
Subjects of the Study
The subjects of the study were 32 Junior students and 16 Senior students of
BEED at BatStateU-Rosario Campus. Such number comprised the total population
of third year and fourth year students of College of Teacher Education.
The table below shows the Distribution of Respondents
Table 1

Distribution of Respondents

Course

Gender

BEED 3101

Female

29

Male

Female

15

Male

BEED 4101

Total

Frequency

48

Data Gathering Instrument Used

The questionnaire constructed by the researchers serves as the main
instrument in data gathering. To accomplish the aim of developing the
questionnaire the researchers considered the following procedures: preparation,
construction, validation and administration of the questionnaire.
Construction of Questionnaire
To gather relevant and needed information, the researchers used a
questionnaire as the primary tool. The researchers used several references such as
books, handbooks and unpublished materials in order to come up with the needed
instrument. Using relevant information gathered, the questionnaire is composed of
two components that included the items with regard to the motivating factors and

the level of awareness to the teaching profession.

With the guidance of the adviser, the researchers prepared a preliminary
draft of questionnaire and presented it to the adviser for comments and suggestion.
After the first draft was done, it was presented to the adviser for
improvement. The adviser gave his comments and suggestions regarding the
problem. The researchers incorporated the given suggestion of the adviser.
Validation of Questionnaire
The researchers prepared a letter of request for the validation of the
instrument. They consulted some practitioners of the concerned field for its
validation. Afterwards, the researchers rewrote the draft, incorporated the
connections were considered, the copy was administrated to the junior and senior
students of the College of Teacher Education at Batangas State University-Rosario
Campus.
Administration of the Questionnaire
After the approval of the Associate Dean, the researchers administrated the
questionnaire personally and guided the respondents to answer the items in the
questionnaire with all honesty and sincerity. The researchers explained the
directions and purposes of the questionnaires to the respondents for them to
understand and provide valid answers and after that, questionnaires were
personally collected.

Data Gathering Procedure

The researchers personally administered the questionnaire and collected
right after. The copies utilized by the respondents were checked, tallied, tabulated,
interpreted and analyzed according to the items found on the test.
Scoring Responses
The researchers used the following scale for this study.
Option

Scale Range

Verbal Interpretation

4.50 - 5.0

Very Great Extent

3.50 - 4.49

Great Extent

2.50 - 3.49

Moderate Extent

1.50 - 2.49

Some Extent

1.00 - 1.49

Least Extent

Statistical Treatment of Data

The data gathered with the aid of questionnaire were tallied, analyzed and
interpreted with the help of the statistician using the following statistical tools.
Frequency Distribution. It was used to show actual distribution of the responses
of the respondents towards a particular question and the extent of motivation.

Percentage and Ranking. It was used to show the distribution of the factors that
motivate the respondents to pursue the profession.
Weighted Mean. It was used to determine the extent of the pre-service teachers
motivation in teaching profession.
Chi-Square. It was used to determine if significant relationship exists between the
respondents extent of motivation and level of awareness in the teaching
profession.

Republic of the Philippines

BATANGAS STATE UNIVERSITY ROSARIO

College of Teacher Education

Namunga, Rosario, Batangas
QUESTIONNAIRE
Name: ___________________________

Date: _____________________

Year and Section: __________________

General Direction: Please accomplish this questionnaire carefully and honestly.
Rest assured that every information that youll give will be treated with the
greatest confidentiality and anonymity.
1. Motivating factors to pursue the profession

Direction: The following are the factors that can serve as motivation to
pursue the profession. Please indicate the extent to which these
motivators/factors encourage you to take the profession by checking the
corresponding column.
The following scale will be used:
5 Very Great Extent
4 Great Extent
3 Moderate Extent
2 Some Extent
1 Least Extent
Motivating factors to pursue the profession
1.1 Scholarship Grant
1.2 Personal Choice
1.3 Prestige of the Profession
1.4 Influence of Peers
1.5 Influence of Parents
1.6 Prospect of Attractive Compensation

1.7 Availability of course offering in the institution

1.8 Strong passion for the profession

2. The Level of respondents awareness in the teaching profession

Direction: Listed are statements that will speak of a future educators

awareness in the teaching profession considering different aspects.
Please put a check a mark on the column that corresponds to the
extent/degree of your awareness in various aspects relevant to the
profession.
The following scale will be used:
5 Very much aware
4 Aware
3 Moderately aware
2 Somewhat aware
1 Not aware
The Level of respondents awareness in the teaching profession
2.1 Teaching Benefits
I am aware that
5
2.1.1 I can enjoy health care benefits
2.1.2 I can receive a life insurance
2.1.3 I can receive retirement benefits
2.1.4 I will be a member of social security plans/GSIS
2.1.5 I can have a maternity with pay/paternity
2.1.6 I can widen my knowledge of different things through
my challenging academic preparations
2.1.7 I can explore my potentials through the challenges
and opportunities the profession could provide me

2.1.8 I can have financial stability through the salaries and

benefits I will receive
2.1.9 I can be a member of Phil Health
2.1.10 I can be a member of Pag-Ibig
2.1.11 I can learn more out of my interactions with my
students and colleagues
2.1.12 I can develop myself
professionally and personally through seminars/trainings
2.1.13 I can be socially developed through my interactions
with parents, students and other school stakeholders
2.1.14 Whenever Im finally challenged, I can easily seek
help from loan
2.1.15 I can develop self confidence and efficacy since
teachers on educators are highly esteemed/regarded
2.2 Academic Preparation
I am aware that
5
2.2.1 I should prepare instructional materials that are
appropriate, interesting and innovative for the enhancement of
students learning
2.2.2 I should adopt teaching methods and strategies to
meet students varying needs and interests
2.2.3 I should plan and conduct activities for a balanced
program of instruction, demonstration and work time
2.2.4 I should assign appropriate and reasonable tasks and
homework to students
2.2.5 I should prepare lesson plans prior to my teaching
using the format prescribed by the school/organization
2.2.6 I should demonstrate accurate and up-to-date
knowledge of content
2.2.7 I should demonstrate timeless and efficiency for
assigned responsibilities
2.2.8 I should construct and administer tests and
assignments in order to evaluate students progress

2.2.9 I will prepare objectives and outlines for the course of

study
2.2.10 I should communicate among the students parents
their progress
2.2.11 I should use computers, audio visual aids and other
equipment and materials to supplement presentations
2.2.12 I should prepare reports on students and activities as
required by the administration
2.2.13 I should plan and conduct instructional activities
suitable for the students needs and interests
2.2.14 I should modify my lesson plan if things are not
working out according to what has been planned
2.2.15 I will utilize various curriculum resources
2.2.16 I will integrate competencies, goals and objectives
into lesson plans
2.2.17 I will establish and communicate clear objectives for
all learning activities
2.2.18 I should conduct assigned classes at the time
scheduled
2.2.19 I should demonstrate mastery of the subject matter
at all times
2.2.20 I should integrate multiple intelligences and various
learning styles in my teaching
2.2.21 I should assume to be responsible for supervising
students in and out-of-class settings
2.2.22 I should maintain confidentiality of students records
and sensitive cases

2.3 Classroom Management

I am aware that
5
2.3.1 I should establish and enforce rules for behavior and
procedures to be able to maintain order among the students

2.3.2 I should observe and evaluate students performance,

behavior, social and physical development
2.3.3 I should manage student behavior in the classroom by
invoking approved disciplinary procedures
2.3.4 I should reward students for quality performance and
work through praises and incentives
2.3.5 I should guide and counsel students with academic
and behavioral problems or special academic interests
2.3.6 I should design a seating arrangement plan that
considers students level of understanding, behavior and needs
2.3.7 I should get the attention of students before starting
class through the ice breakers
2.3.8 I should set logical rules and consequences that
would be explained well among the students to avoid
misunderstandings
2.3.9 I should not humiliate or embarrass my students who
misbehaved or committed a mistake
2.3.10 I should make the students feel responsible for their
own learning environment
2.3.11 I should show concern to my students misbehaviors
and confrontations privately to
2.4 Administrative Task of Teachers
I am aware that...
5
2.4.1 I should work with program coordinators to plan
curricular activities and initiatives and attend meetings intended
to ensure that initiatives are being met
2.4.2 I should attend staff meetings and actively take part
on committees as required
2.4.3 I should attend professional meetings, educational
conferences and teachers training workshops
2.4.4 I should plan and supervise class projects, fieldtrips
and extracurricular activities
2.4.5 I should perform administrative duties such as
assisting in school libraries, learning centers and cafeteria

2.4.6 I should support extracurricular activities such as

those initiated clubs, student organizations and be a coach in
academic contests
2.4.7 I should take precautions to protect records,
equipment, materials and facilities
2.4.8 I should comply with rules, regulations and policies
of governing agencies and supervisory personnel
2.4.9 I should comply with the conditions stipulated in my
employment contract
2.4.10 I should work cooperatively and collaboratively
with school
2.4.11 I will comply with conditions as take in contract
administrators, special support personnel, colleagues and parents
2.4.12 I should comply with state administrative
regulations like those that are stipulated in the Code of Ethics
and Magna Carta for Teachers
2.4.13 I should enforce regulations concerning students
conduct and discipline
2.4.14 I should prepare accurate, complete and appropriate
records and files promptly

BIBLIOGRAPHY
A. Book
Pintrich, P. R and D.H. Schunk. Motivation in Education: Theory, Research and
Applications. (2nd ed.). Upper Saddle River N.J.: Merill Prentice Hall, 2002.
Bilbao Punta P. Ed. D., Corpus Brenda B. Ph.D., Llagas Avelina T. Ed. D.,
Salandanan Gloria G. Ph.D., 2006. The Teaching Profession. Lorimar Publishing
Co., Inc.

Salandanan, Gloria G. Ph.D., 2001. Teacher Education Journal. Katha Publishing

CO., INC.
Salandanan, Gloria G. Ph.D., (2009). Methods of Teaching. 776 Aurora Blvd. cor.
Boston Cubao, Quezon City, Metro Manila: Lorimar Publishing, Inc.
B. Unpublished Thesis
Baral, Aldwin B., Eslabon, Marites A., 2008, "Factors in the Career Choice of
Freshmen

of Batangas State University-Rosario Campus", unpublished thesis.

Barbosa, Claudine C., Endencio, Marites M., and Saurez, Lovelita M., 2013,
"Motivational Techniques used by Public Elementary School Teachers in
Rosario

West District Division of Batangas", Batangas State

University-Rosario Campus,

unpublished thesis.

Caringal, Irma M., Fragada, Jennifer C., and Lalucis, Nica Marjorie F., 2013,
"Expectations of Freshmen of the College of Teacher
Education in the Teaching

Profession at Batangas State University-Rosario

Campus", unpublished thesis.

C. Electronic References
www.pnu.edu.ph/wp-content/uploads/journals/Pre-Service_Teachers_MotivationRelated_to_Career_Choice.pdf
www.ask.com/business-financial/pre-service-teacher-9abc253a6228f3n

www.slideshare.net/lilibeth_roldan05/pre-service-and-insevice-education-bylilibeth-a-roldan
www.download.intel.com/education/EvidenceOfImpact/EnhancingPreSvc_whitePaper.pdf
infonomics-society.org/LICEJ/Pre_Service%20Teacher%20Training_Primary
%20Teachers%20Identities_and%20work.pdf
www.slideshare.net/breeellen22/intrinsic-and-extrinsic-motivation-of-teachers
www.icaseonline.net/sei/march2014/p8.pdf
www.slideshare.net
www.google.com
www.bing.com
http://en.wikipedia.org/wiki/Bachelor of Education
http://www.finduniversity.ph/majors/bachelor-in-elementary-educationphilippines/BEED (Bachelor of Elementary Education) in the Philippines
www.ndmu.edu.ph/?q=beed
www.ijonte.org/FileUpload/ks63207/File/09.hosgour.pdf

D. General References
Random House Webster's Unabridged Dictionary; 2001
Webster's Universal Dictionary and Thesaurus; 2002
Britanica; 2002
New Online Dictionary