Reinforcement Practices of School Heads on the Instructional Competence of New Teachers in Selected Public Schools: Basis for Reinforcement Program for New Teachers’ Competence
- Country : Philippines
- Subject :
Keywords : reinforcement practices; instructional competence; reinforcement program
Abstract
This descriptive-correlational research focused on the positive reinforcement practices of school heads to the needs of the new teachers in the District of Sebaste in the Division of Antique. There were 111 respondents, consisting of three (3) principals, seven (7) Head Teachers/Teacher-in-Charge, eighty-seven (87) tenured teachers, and fourteen (14) new teachers from primary and elementary schools.
In the study, a validated researcher-made questionnaire was used as the main instrument. Both descriptive statistics and inferential statistics were used to analyze the data.
Results showed that the teaching workforce is predominantly married females, with a significant portion having 11-20 years of service. Those with over 30 years of service represent the smallest group. Additionally, most respondents are tenured and hold a bachelor’s degree with master’s degree units. The results showed that the School Heads exhibited practices that collectively foster a supportive and motivating atmosphere for teachers. They exhibited a high level of sensory, natural, material, generalized, and social reinforcement practices. Moreover, the new teachers exhibit a very satisfactory level of instructional competence across various professional skills. They are particularly outstanding in integration and communication skills, notably in integrating technology and fostering a positive learning environment. Additionally, they demonstrate high competence in lesson planning, instructional strategies, and emergency handling. Results showed that there is a relationship between the level of positive reinforcement practices of the school heads and the instructional competence of newly hired teachers, indicating that supportive leadership practices, including positive reinforcement, are significantly associated with improved teacher effectiveness.
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