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CORNELIO, JOSEFINA SOLIS

THE IMPACT OF STUDENT TEACHING PROGRAMS UPON THE
COOPERATING SCHOOLS IN REGION V II, CENTRAL VISAYAS,
PHILIPPINES, AND A COMPARISON OF THE RESPONSES WITH THE
FINDINGS OF THE MICHIGAN AND INDIANA IMPACT STUDIES

Ph.D. 1981

Michigan State University

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Microfilms
International

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TH E IMPACT OF S TU DEN T T E A C H I N G P RO G R A M S U P O N
T H E C O O P E R A T I N G S CH OOL S IN R E G I O N VII, C E N T R A L VISAYAS,
PHILIPPINES, AND A C OM P A R I S O N OF TH E R E S P O N S E S WITH THE
FINDINGS OF THE MIC HI GAN AND INDI ANA IM P AC T S T U D I E S
By
J o s e f i n a S. C o rn el io

A D I S S E RT AT IO N

S u b mi tt ed to
Mi ch ig an State Un i v e r s i t y
in p a rt ia l f u l f i ll me nt of the r e q u i r e m e n t s
for the de gr ee of

D O C T O R OF PH I L O S O P H Y

D iv i s i o n of Student T e a c h i n g
and P r o f e s s io na l D e v e l o p m e n t

1981

A B S TR AC T

THE I MPA CT OF S T U D E N T T E A C H I N G PR OGR AM S UPON
THE C O O P E R A T I N G SCHOOLS IN R E G I O N VII, C EN TRA L VISAYAS,
PHILIPPINES, AND A C O M P A R I S O N OF TH E R ES PO NSE S WITH THE
FIN D IN GS OF THE M I C HI GA N AND IN DI ANA IMPACT STUDIES
By
Jo s e f i n a S. C o r n e l i o

Purpose

This stu dy sought to d i s c o v e r
of the st ud ent

teachers,

t hr oug h the p er c e p t i o n s

s u p e r v i s i n g teachers,

and b u i l d i n g

a d m i n i s t r a t o r s wh e t h e r

the p re s e n c e of the student teachers

in c o o p e r a t i n g s ch ool s

in R eg io n VII,

pines,,

Central Visayas,

en h a n c e s t e a c h i n g - l e a r n i n g processes,

school pr og r am

activities,

en ab le s

c o n t ri bu te s to

the s up e r v i s i n g teachers

to p a r t i c i p a t e in s c h o o l - r e l a t e d activities,
s u p e r v i s i n g t e ac he r and a d m i n i s t r a t o r

and ch an ge s the

work load.

It was a

r e p l i c a t i o n of the Impact Study c o n d u c t e d in Mi ch ig an
1969-1970,

P hi li p­

and later r e p l i c a t e d in Indiana,

in

to g e n e r a t e data

on the b e n e f i c i a r i e s of st u den t t e a c h i n g programs.

The c u r ­

rent study f ur the r s oug ht to d i s c o v e r wheth er there were d i f ­
fer en ce s

in the p e r c e p t i o n s of s tu d en t teachers,

teachers,
status,

and b u i l d i n g

adm ini st ra to rs ;

s up e r v i s i n g

wheth er sex,

m ar ita l

and size of the c om m u n i t y wh er e the school is

J o se fi na S . C or n el io
loc ate d aff e ct ed the perceptions;
si g n i f i c a n t d i f f e r e n c e s

and w h e t h e r there we r e

among the fin d in gs

in Michigan,

Indiana and the Philippines.

Pr o ced ure s

Eight re s e a r c h g u e s t i o n s s erv ed to gu id e the study.
Data files were d e v e l o p e d for
S u p e r v i s i n g Teachers,
used on Mic hi gan
quencies,

and

the

(3) Ad min is tr at or s.

State U n i v er si ty

pe rce ntages,

means,

iate analysis of variance,

E qu ipm en t

(2)

The SPSS was

to g e ne ra te f r e ­

sta n da rd d e v i a t i o n s and un iva r

whic h were r e p o r t e d for the analy

sis of se ve n r e s e a r c h questions-.
the researcher,

(1) Stud ent Teachers,

Chi-squares,

c o m p u t e d by

w e r e r e po rt ed for one question.

Findings

The fi nd i ng s re v e a l e d that:
1.

All three

levels of re s po nd en ts had p o si ti ve pe r c e p t i o n s

of the e f f e c t of the pre s en ce of s tu den t teacher s
three ca te gor ies :

t e a c h i n g - l e a r n i n g processes,

teach er c o n t r i b u t i o n to s c h o o l - r e l a t e d

in

st ud en t

activities,

and

s u p e r v i s i n g te ac her p a r t i c i p a t i o n in s c h o o l - r e l a t e d
ac tivities.

Discipline,

tion wi th parents,

pup il motivation,

and clas s or school

r e g a r d e d least po sitively.

However,

s i g n i f i c a n t l y in their perceptions.

communica­

v is it at ion were

the gr oup s d i f f e r e d

J o se fi na S. C or n e l i o
Teaching,

l ess on planning,

paper grading,

and i nd iv id ual

h e l p r e s p o n s i b i l i t i e s of the s up e r v i s i n g te ac he rs were
in c r e a s e d with

the p r es en ce of the student teachers.

The a d m i n i s t r a t o r s

felt that their load h av in g to do

with s tu den t t ea c h i n g s l ig h tl y increased,

but the r e ­

leased time p r o v i d e d te ac h er s when stude nt te ac he rs
over their re spo ns i bi l it ie s,

took

e n ab le d these te ach er s to

inc re as e their he l p to pr incipals.
In all t we n t y - f o u r

variables,

Indiana,

Mic hi gan and the

P h i li pp in e re sp o n d e n t s d i f f e r e d s i g n i f ic an tl y in their
p er c e p t i o n s
tea ch er s

of the e ffe ct of the pre se n ce of the stud en t

in the schools.

R eg a r d l e s s of the size of the communities,

the impact of

the p r e s e n c e of the s t ud en t te achers on c o o p e r a t i n g
s ch ool s was positive,
with size.

but the impac t a p pe ar ed to vary

Th o se a s si gn ed to the ba rr ios had the least

p os i t i v e p er cep ti ons .

DEDICATION

I had pea ce of m i n d th r o u g h o u t the four years
was away from ho me b e c a u s e
c o n st an cy of my husband,

I had the faith,

Atty.

support,

and

M a r t i n i a n o T. Cornelio.

kn e w he had the time to pla y with

school

His letters,

subtle sen se of humor

c h e c k e r e d w i t h his

wit g ea re d along office,

school

presence, bu oy ed

To him;

Marjorie,

with w h o m

or home

and pe rs o na l

needs.
and

life w i t h o u t my

to our on l y daughter,

I c o n f i d e d the joys

d i s s e r t a t i o n writing;

I

and go ou ti ng wi t h our

ch il dre n and to at t e n d to their

me up.

I

to our sons,

and trials of

Josemar,

Mark Joseph,

Cyril Jas on and Ma r t i n Ge ra rd whose

lively letters sent

r e g ul ar ly kept me p o s t e d with home,

schoo l and c o m mu n it y

activities;
endurance,

and to my mother,

Leonor R.

s t r e n g t h of character,

re ma in ed a l i ve ,t h is pi e c e of work

Solis whose

patience,

and w a r m t h have ever
is de dicated.

A C KN O W L E D G E M E N T S

I would like to e xt e nd sincere thanks and a p p r e c i a ­
tion to:
My very able,
tee,
S.

s t ro ng and a pp r o a c h a b l e Aca de mi c C o m m i t ­

c on s i s t i n g of D r . W. Henry Kennedy,

Brembeck,

members,

Dr.

R obe rt H a t fi el d and Dr.

and wa r m f r ie nd s
Dr.

and Dr.

and who se dual role as my

Pat

Demarte,

Dr • Don Freeman

to whom I went du r i n g times of

analysis;

A u re li o Tiro,

of Ed u c a t i o n
pines,

Dr.

Suw at an a S o o k p o k a k i t

Dr.

I d e ri ve d

I will be able to pass on to others;

Nid Boonreang,

d i f f i c u l t y in the da ta

Dr. Cole

Stanl ey P. Wronski,

who made me wor k real hard and from whom

s t r e n g t h and p r o f e s s i o n a l growth,
mentors

Chairman;

and Culture,

Director,

Of fi ce of the Mi nistry

Re gi on VII,

C en tra l Visayas,

Philip­

w h o s e letter of e n d o rs em en t f a ci l i t a t e d the data

gath eri ng;
Dr. Q u i n t i n S. Doromal,
sity from whom I got

a letter of i n t r o d u c t i o n for Dr. Tiro;

The pr incipals,
ers

in R egi on VII,

Pr esi de nt of S i ll im an U n i v e r ­

s u p e r v i s i n g teachers,

st ud en t t e a c h ­

for their pa r t i c i p a t i o n in the study and

wa rm welcome;
The Pre si de nt s of the teacher tr ai ni ng institution,
the s tu den t t ea c h i n g coordinators,
iii

deans of g r a d u a t e schools

and c o l l e g e s of e d u c a t i o n of the teacher e d u c at io n in st it ut io n s
of Re g io n VII;
To Di an n e Fouladi

wh o se kind lifts en ab le d me to work

even late into the night;
To the S tu den t T e a c h i n g and Pr of es si on al D e v e l op me n t
Staff for their k i n d words
To Mrs.
it pos si b le

and supp ort du r i n g trying times;

Ma rtha West who type d the m a n u sc ri p t and made

for me to bea t deadlines;

To the A m e ri ca n As so ci at io n of U n i v er si ty Wome n E d u c a ­
tional Fo u n d a t i o n for the ge n e r o u s s c h o l a r s h i p d u r i n g my
last s cho ol year wh en

I ne e d e d c o n c e n t r a t i o n in the w ri ti ng

of this study;
To the Unite d Bo ard for C h r i s t i a n Higher Edu ca t io n in
Asia who ga ve me a base at M i ch ig an State U n i ve rs it y throu gh
the S t u d y - O b s e r v a t i o n Grant gi v e n me in 1972;
To Sage F o u n d a t i o n for the gra nt du r i n g the last
stages

of my d is se rt at io n ;
To AAUW L an s i n g - E a s t Lans ing Br anc h for their kind

invitations

that c o n s t i t u t e d so o t h i n g b rea ks from br ai n work;

and,
To S il l i m a n U ni v e r s i t y for al low ing me to e xte nd my
study leave and ac c o r d i n g me the pri vi le ge s of an app ro ved
st u dy leave.
A sp ec ial pa r a g r a p h d e s e r v e s Dr.

W. Henry Kennedy.

His in dir ec t styl e of te a c h i n g and g u i d i n g p ro duc e lasting
learning.

I shall always r e m em be r with g r a t i t u d e the time

he spent in c o r r e c t i n g and s t r e n g t h e n i n g each c ha pte r with

iv

thoroughness,

his role in my r e c e i v i n g the AAUW Inte rn ati on al

S c h o l a r s h i p Awa rd and other grants,

and his c on cer n that I

wo u ld get done the so on es t time possible.

He and Mrs.

Slavic Kennedy i nde ed ga v e me a home away fr om home.

v

Mary

TA B LE OF CON T EN TS

List of T a b l e s ..............................................
List of Figu res
.......................................... xiv
CH A P T E R
I.

I n tr od uc ti on of the s t u d y ........................... 1
4
E d u c a t i o n in the Ph il i p p i n e s ...................
Te a c h e r E d u ca ti on in the Ph il ip pi ne s ..........
5
Stude nt T e a c h i n g in the P h i l i p p i n e s ............... 6
Need for the S t u d y .................................. 7
Purp ose of the S t u d y ................................ 8
9
R e se ar ch Q u es ti on s ...............................
G e o g r ap hi ca l Bou nd ar y of the Study ............ 11
De f i n i t i o n of T e r m s ................................. 11
L i m i t at io ns of the S t u d y .......................... 13
O v e r v i e w of the S t u d y ...............................17

II.

R e v i e w of R e la te d Li t e r a t u r e ................... 18
The Impact of Student T e a c h i n g Programs. . . .
18
The Mic h ig an Impact S t u d y .......................... 22
The Indiana St ud en t Te a c h i n g Study ............ 26
Othe r S t u d i e s ........................................ 27

III.

D es ig n of the S t u d y ................................. 32
The Re s e a r c h Qu e s t i o n s ..........................
33
The V a r i a b l e s ........................ .. ........... 34
P o p u l a t i o n ...........................................35
The Sample in Thr ee L e v e l s ....................... 39
I n s t r u m e n t a t i o n ...................................... 49
P r o c e du re s for Data G a t h e r i n g ..................... 51
S t a t i st ic al P r o c e d u r e s .......................... 5 4

IV.

A na ly si s and D i s c u s s i o n of the R e se a rc h Data . 57
R e se ar ch D a t a ...................................... 57
Part I: Re se a rc h Q u e st io ns 1 - 5 .................. 59
Summ ar y of Fin dings for Part I .................. 94
Part II: R es e a r c h Q ue st io n 6 ..................... 96
Su m mar y of Fin d in gs for Part I I .................145
Part III: R e s ea rc h Q u e s t i o n s 7 and 8 ......... 147
Su m mar y of Fin d in gs for Part I I I .............. 161

V.

Summary, Con cl usions, Im pl ic at io ns and
R e c o m m e n d a t i o n s .....................................165
Ap p en di ce s

......................................... 178

Bibliography

....................................... 213

vi

LIST OF TABLES
TA BL E

PAGE

3.1

The Five C a t e g o r i e s with the C o r r e s p o n d i n g
In s tru men t N u m b e r s ..................................36

3.2

Number of R e s p o n d e n t s from Each of the Three
Groups From the F o ur te en T ea che r T ra in in g
I n s t i t u t i o n s ...............................

38

.........................

40

3.3

Student T e a c h e r P ro fil e

3.4

S u p e r v i s i n g Te a c h e r Prof ile

3.5

Administrator

4.1

C a t e g o r y 1, T e a c h i n g - L e a r n i n g Processes,
V 1 8 : P ro v i s i o n for M a k e - U p W o r k .................60

4.2

C a te go ry

4.3

Category
1, V 20: S up e r v i s i o n of Assemblies,
e t c .................................................. 62

4.4

Ca te go ry

1,

V 22: D i s c i p l i n e ...................... 63

4.5

C a te go ry

1,

V 23: Pupil M o t i v a t i o n ............... 64

4.6

Summary for C a t e g o r y 1 ............................. 66

4.7

C a t eg o ry 2, S tu den t T ea ch er C o n t r i b u t i o n to
School Pr og ram Activities, V24: Sup erv is io n
of Youth G ro up s in Meetings, T r i p s ............ 6 7

4.8

C a te go ry

4.9

Cat e go ry
2, V 26: Pe r f o r m a n c e D ur in g Recess,
e t c .................................................. 69

4.10

Ca t e g o r y 2, V 27: S u g g e s t i o n / P r o v i s i o n of New
In s t r u c t i o n a l M a te r ia ls ........................

4.11

1,

2,

Pr of il e

....................

43

...........................

47

V 19: F o l l o w - u p of Exams.

. . . .

V 25: Co mm u n i c a t i o n wit h Parents.

61

68

70

Ca t e g o r y 2, V 28: S u g g e s t i o n / P r o v i s i o n of
I d e a s / A i d s ........................................... 71

vii

Table

Page

4.12

Summary for C a t eg or y 2 ............................ 72

4.13

Ca te go ry 3, S up e r v i s i n g T ea ch er C o n t r i b u t i o n
to S c h oo l- Re la t ed Activities, V 32: C l a s s r o o m
or School Vi s it at io n
............................
3, V 33:

4.14

Ca te go ry

4.15

Ca te go ry 3, V 34: P r o f e s s i o n a l Re a d i n g or
W r i t i n g ............................................. 77

4.16

Ca tegory 3, V 35: Work wi th Staff or
D e p a r t m e n t .......................................... 78

4.17

Ca teg ory 3, V 37: A s s i s t a n c e to Pri nc ip al /
T e a c h e r s .......................................... 80

4.18

Ca tegory 3, V 38: Social or R e c r e a t i o n a l
A c t i v i t i e s .......................................... 81

4.19

Summary for C at eg or y

4.20

Ca te go ry 4, S u p e r v i s i n g T ea ch er Work Load,
V50: T e a c h i n g ..................................... 84

4.21

Ca te go ry

4.22

Ca teg ory 4,

4.23

Ca te go ry

4.24

Summ ary for C at e g o r y

4.25

Ca te g or y 5, A d m i n i s t r a t o r Work Load, V 56 to
V 59: Student T e a c h i n g Reports, Co unseling,
O r i e n t a t i o n of S t u de nt Teachers, S e l e c t i o n of
S u p e r vi si ng T e a c h e r s .............................. 90

4.26

Ca teg or y 5, V 60 to 62: F i nd in g In st r u c t i o n a l
Materials, C o u n s e l i n g S u p e r v i s i n g Teachers,
C o m m u n ic at i on with P a re nt s about Stud ent
T e ac hi ng
.................................. 91

4.27

Ca teg ory 5, V 63 to V 65: S t ud ent Teachers'
A s si sta nc e in C o u n s e l i n g Pupils, Time of
S u p e rv is in g Tea ch ers and O t h e r T ea ch er s
Being Made A v a i l a b l e ..............................92

4.28

Summary for Ca t e g o r y

4, V 51:
V52:

4, V 53:

C o m m i t t e e Work with

74

Pupils. 76

3 ............................ 82

Le sso n P l a n n i n g ..............85
Paper

G r a d i n g .................. 86

Ind iv id ua l

Pupil

Help..

. .87

4 ............................ 88

5 ............................ 93

viii

4.29.1 C o m p a r i s o n of Fi nd in gs Among the Three
G e o g r a p h i c Areas, C a te go ry 1, V 18, Student
T e a c h e r s ................................................ 98
4.29.2 C o m p a r i s o n of Fin din gs Amon g the Three
G e o g r a p h i c Areas, C a t e o r y 1, V 18, S u p e r vi si ng
T e a c h e r s ................................................ 99
4.29.3

C o m p a r i s o n of Fin di ngs Among the Three
G e o g r a p h i c Areas, C a te go ry 1, V 18, A d m i n i s t r a ­
t o r s ...................................................

4.30.1 C o m p a r i s o n of Fi ndi ngs Among the Three
G e o g r a p h i c Areas, C a te go r y 1, V 20, Student
T e a c h e r s ............................................... 101
4.30.2 C o m p a r i s o n of Fin din gs Amon g the Three
G e o g r a p h i c Areas, C a t e g o r y 1, V 20, S u p e rv is in g
T e a c h e r s ............................................. 102
4.30.3 C o m p a r i s o n of Fi ndi ngs Am ong the Three
G e o g r a p h i c Areas, Ca t e g o r y 1, V 20, A d m i n i s t r a ­
tors ....................................................103
4.31.1 C o m p a r i s i o n of Fi nd in g s Amo ng the Three
G e o g r a p h i c Areas, C a te go ry 1, V 22, Student
T e a c h e r s ............................................... 104
4.31.2 C o m p a r i s o n of Fin dings Among the Three
G e o g r a p h i c Areas, C a t e g o r y 1, V 22, S u p e r vi si ng
T e a c h e r s ............................................... 105
4.31.3

C o m p a r i s o n of Fin di ngs Am ong the Three
G e o g r a p h i c Areas, C a t e g o r y 1, V 22, A d m i n i s t r a ­
tors ....................................................106

4.32.1 C o m p a r i s i o n of Fin di ngs Amon g the Three
G e o g r a p h i c Areas, Ca t e g o r y 1, V 23, Student
T e a c h e r s ...............................................107
4.32.2 C o m p a r i s o n of Fin di ng s Amon g the Three
G e o g r a p h i c Areas, Ca t e g o r y 1, V 23, Sup erv i si ng
T e a c h e r s ...............................................108
4.32.3 C o m p a r i s o n of Fi ndi ngs Amo ng the Three
G e o g r a p h i c Areas, C a t e g o r y 1, V 23, A d m i n i s t r a ­
t o r s ................................................... 109
4.33

C o m p a r i s o n of Fin d in gs Am o ng the Three
G e o g r a p h i c Areas, C a t e g o r y 2* V 25, Student
T e a c h e r s . ............................................ H O

ix

C o m p a r i s o n of Fi ndi ng s Among the Three
G e o g r a p h i c Areas, Ca t e g o r y 2, V 26, S t u ­
dent T e a c h e r s .................................

Ill

C o m p a r i s o n of Fin di ngs Among the Three
Ge o g r a p h i c Areas, Cat e go ry 2, V 26, S u p e r ­
vising T e a c h e r s ................... ............

112

C o m p a r i s o n of Fi ndings Among the Three
Ge o g r a p h i c Areas, Cat ego ry 2, V 26, A d m i n ­
istra tor s ......................................

113

C o m p a r i s o n of Fin din gs Among the Three
G e o g r ap hi c Areas, Ca te g or y 2, V 27,
Stude nt T e a c h e r s .............................

114

C o m p a r i s o n of Fi ndi ngs Among the Three
Ge o g r a p h i c Areas, Ca t e g o r y 2, V 27,
S u p e r v i s i n g Te ac he rs ........................

115

C o m p a r i s o n of Fin di ngs Amo ng the Three
Ge o g r a p h i c Areas, C at eg or y 2, V 27,
A d mi n i s t r a t o r s ...............................

116

C o m p a r i s o n of Fi nd ing s Among the Three
G e o g r a p h i c Areas, C at eg or y 3, V 32,
Student T e a c h e r s .............................

117

C o m p a r i s o n of Fi ndigns Among the Three
Ge o g r a p h i c Areas, C at e g o r y 3, V 32,
S u p e r v i s i n g Tea ch ers ........................

118

C o m p a r i s o n of Fin dings Among the Three
G e o g r a p h i c Areas, C at eg or y 3, V 32,
A d m i n i s t r a t o r s ...............................

118

C o m p a r i s o n of Fin dings Among the Three
G e o g r a p h i c Areas, C at eg or y 3, V 33,
Stud en t T e a c h e r s .............................

120

C o m p a r i s o n of Fi nd i ng s Amo ng the Three
G e o g r a p h i c Areas, Ca teg or y 3, V 33,
S u p e r v i s i n g Tea c he rs ........................

121

C o m p a r i s o n of Findin gs Among the Three
G e o g r a p h i c Areas, C at eg or y 3, V 33,
A d m i n i s t r a t o r s ...............................

122

x

4.38.1 C om p a r i s o n of Findings Amon g the Thr ee
Ge o gr aph ic Areas, C at e g o r y 3, V 34, Student
T e a c h e r s ................................................ 123
4.38.2 Com pa ri so n of Fin dings Among the Th ree
Ge o gra phi c Areas, C at e g o r y 3, V 34, S up e r v i s i n g
T e a c h e r s ................................................ 124
4.38.3

C om par iso n of Fin dings Among the Th ree
G e og ra phi c Areas, C a te go ry 3, V 34, A mi n i s t r a t o r s ..................................................... 125

4.39.1 Co mp ar is io n of Findings Among the Three
Geo gr aph ic Areas, Cat e go ry 3, V 35, Stud ent
T e a c h e r s ................................................ 126
4.39.2 Co mp ari son of Fi ndings Among the Three
Ge o gr aph ic Areas, C a te go ry 3, V 35, S u p e r vi si ng
T e a c h e r s ................................................ 127
4.39.3

Co m pa ri so n of Fin dings Amo ng the Three
G e og rap hi c Areas, C a t eg or y 3, V 35, A d m i n i s t r a ­
t o r s ..................................................... 128

4.40.1 C om p a r i s o n of Fin dings Among the Three
Geo gr aph ic Areas, Cat e go ry 3, V 37, Student
T e a c h e r s ................................................ 129
4.40.2 C o m p ar is on of Findin gs Amo ng the Thre e
Ge o gr aph ic Areas, C a te go ry 3, V 37, S u p e r vi si ng
T e a c h e r s ........................

130

4.40.3

C o m p ar is on of Findin gs Amo ng the Thre e
Ge o gr ap hi c Areas, Ca t e g o r y 3, V 37, A d m i n i s t r a ­
t o r s ..................................................... 131

4.41

Com pa ri so n of Finding s Am o ng the Thr ee
Ge o gr aph ic Areas, Ca t e g o r y 4, V 50, S up e r v i s i n g
T e a c h e r s ................................................ 132

4.42

Com pa ri so n of Findings Among the Three
Ge o gra phi c Areas, Cat eg or y 4, V 51, S up e r v i s i n g
T e a c h e r s ................................................ 133

4.43

Co mp ar is on of Fi ndings Among the Th re e
Ge o gra phi c Areas, C a te g or y 4, V 52 S up e r v i s i n g
T e a c h e r s ................................................ 135

4.44

C om par is on of Fi ndings Among the Thr ee
Ge o gra phi c Areas, Ca te g or y 5, V 56, A d m i n i s t r a ­
t o r s ..................................................... 136

xi

C o m p a r i s o n of Fi ndi ng s Among the Three
Ge o g r a p h i c Areas, C a te go ry 5, V 57, A d m i n i s t r a ­
tors ..................................................

137

C o m p a r i s o n of Fin di ngs Among the Three
G e o g r a p h i c Areas, C a te go ry 5, V 58, A d m i n i s t r a ­
tors ..................................................

138

C o m p a r i s o n of Fin di ngs Among the Three
G e o gr ap hi c Areas, C a te go ry 5, V 59, A d m i n i s t r a ­
tors ...................................................

139

C o m p a r i s o n of Fin d in gs Among the Three
Ge o g r a p h i c Areas, C at e g o r y 5, V 60, A d m i n i s t r a ­
tors ..................................................

140

C o m p a r i s o n of F i n d in gs Among the Three
G e o g r a p h i c Areas, Ca t e g o r y 5, V 61, A d m i n i s t r a ­
tors ...................................................

141

C o m p a r i s o n of Fi nd in gs Among the Three
G e o g r a p h i c Areas, C a te go ry 5, V 62, A d m i n i s t r a ­
tors
.........................................

143

C o m p a r i s o n of Fin dings Among the Three
G e o g r a p h i c Areas, C a t e g o r y 5, V 64, A d m i n i s t r a ­
tors
.........................................

144

C o m p a r i s o n of Fin di ngs Among the Three
G e o g r a p h i c Areas, C a t e g o r y 5, V 65, A d m i n i s t r a ­
tors ...................................................

145

ANOV A Table, Gr o up by Sex (3x2) D esi gn With
C a t e g o r y 1 as De p e n d e n t V a r i a b l e .................

149

ANOV A Table, Gr o up by Sex (3x2) D esi gn With
C a t e g o r y 2 as D e p e n d e n t V a r i a b l e .................

150

ANOVA Table, Gr o u p by Sex (3x2)D es ig n With
C a t e g o r y 3 as D e p e n d e n t V a r i a b l e .................

152

ANO VA Table, Gr o up by Marital Status (3x2)
D esi gn with C a t e g o r y 1 as Dep e nd en t Variable.

.

153

ANO VA Table, G r o u p by Mari tal Status (3x2)
Des ig n wi th C a t e g o r y 2 as D e pe nd en t Variable.

.

154

ANOVA Table, Grou p by Marital Status (3x2)
Design with C a t e g o r y 3 as D e pe nd en t Variable.

.

155

ANO VA Table, Gr o up by Size (3x5) Design
With C a t e g o r y 1 as D e p en de nt Var ia b le .........

xii

156

4.60

ANOVA Table, Gr ou p by Size (3x5) De sign With
C a t e g o r y 2 as D e p e n d e n t V a r i a b l e ............

4.61

ANOVA Table, Gr o up by Size (3x5) De sign With
Ca t e g o r y 3 as D e p e n d e n t Variable. . . . . .

LIST OF FIGURES
Figure

Page

Gr o up by Size Effect:
S u p e rv is in g Teacher
C o n t r i b u t i o n to Sc ho o l - R e l a t e d Ac tivities.

xiv

. . 160

CHAPTER I

I N T R O D U C T I O N OF THE STU DY

In a d e v e l o p i n g c o u n t r y
e d u c a ti on al

technology

like the Ph i li pp in e s wh er e

is used in only a few schools and

wh e re mo st of the texts are p r i n t e d in the E ng li sh lan guage
wh i ch is a se con d l a ng ua ge to mos t Filipinos,
tinues

to be the chi ef

in the classroom.

of the day,

s our ce of in f o r m a t i o n and of lea rni ng

Th is req ui r es

lation of k n o w l e d g e

the teach er c o n ­

in the arts,

from the teacher the a s s i m i ­
the sci en ces

and the issues

t og et he r with an u n d e r s t a n d i n g of their

impli­

c a ti on s and the a b i l i t y to c o m m u n i c a t e with c l a r i t y and e f ­
fe c t i v e n e s s b o t h
tain this

in w r i t t e n

and oral forms,

i mp r e s s i v e role as the chief sourc e of learning.

Ad d ed to this c o m p l e x i t y for the F i l i pi no

teacher

has to c o m m u n i c a t e in three ba si c languages:
of the Region,
Further,

in order to at^

the F i l i p i n o

the la nguage

l an gu ag e and the E n g l i s h language.

wh en p l a n n i n g his lessons

s t a n d a r d s ,the F i l i p i n o

is that he

and sett ing up ev al ua ti on

teac her has to co nsi de r the feelings,

c o nc er ns and e x p e c t a t i o n s of the parents,

the sc hool and the

community.
Te ac he rs m a y be mor e able to cope with the m a n i f o l d
responsibilities

of c l a s s r o o m te a c h i n g if they are e xp os ed

1

2

to both theor y and p r a c t i c e d u r i n g their c ol le ge years in
teacher p r e p a r a t i o n wh i c h g e n e r a l l y c ul m i n a t e s

in active

c l ass ro om in vo lv em en t d u r i n g s tu den t teaching.
the p ar ent s and the teacher

tra in i ng

The school,

in sti tu ti on s r e cog niz e

that sc ho ol in g is very im p o r t a n t for the pupils.
portant that the t ea ch e r e d uc at io n stu d en ts
prepared,

It is im­

be well enoug h

and a d e g u a t e l y guided, so that their pr es e nc e in

c o o p e ra ti ng schools will not i n te rr up t the smoo thn es s of the
t ea ch in g- l e a r n i n g proc ess es .
and the teacher t r a i n i n g

It is ne c e s s a r y for the school

i ns t i t u t i o n to be sen s it iv e to any

influe nc e the s tu den t t e ac he rs

have on the school.

Positive

inf lu enc es should be c a p i t a l i z e d upo n and n e ga ti ve ones
as o p p o r t un it ie s

avoided

are p r o v i d e d for the s tu den t te achers to

learn to teach in the actual

setting.

be d e r i v e d for the st u d e n t teachers,

Ma x i m u m b e ne fi ts can
the c oo p e r a t i n g schools,

and the teacher t r a i n i n g i ns t it ut io ns

if the latter two will

work h a n d - in -h an d d e v e l o p i n g g u a l i t y t ea che r tra in ing programs
that will provi de the o p p o r t u n i t y for the stud ent

teacher to

be act ive ly inv ol v ed in t e a c h i n g - l e a r n i n g p r o c es s es

inside

the c l a s s ro om to w h i c h he is assigned.
This call

for p a r t n e r s h i p is made f e a si bl e in the

P hi li ppi nes wi t h the E d u c a t i o n a l D e v e l o p m e n t De cr ee of 1972
(Ramento,

1978) w h i c h p r ov id es

for the im p r o v e m e n t of c u r ­

ricular pr ogr am s and q u a l i t y of i ns t r u c t i o n
tr ain ing and r e t r a i n i n g of tea c he rs

at all levels by

and administ rat or s,

the P re si de nt ia l P r o c l a m a t i o n 1081 wh i ch pro vi d es

and

for total

d e c e n t r a l i z a t i o n of aut h or it y

(Ramento,

1978).

r ef orm that call for cu rr ic ul ar redirection,
t e ac hi ng m e t h o d o l o g y and techniques,

Pr og ra m s of

r e vi si on

in

and p oo lin g of se rvices

and resources ha v e now b e c o m e c ha ll en ges for Fil ip in o e d u c a ­
tors .
Given the spur of the Min is try of E d u c a t i o n and C ul tu re
R eg io na l Of fi ce and the s up por t of the c oo p e r a t i n g schools,
teacher tr ai n in g in s t i t u t i o n s
tea chers

that are ready to make as the core of their lessons

such ba s i c c o m m u n i t y con cer ns
tives,

in the P hil ipp in es can p r od uc e

agr ar ian reforms,

se rv at io n of natu ral

as food production,

c l e a nl in es s

r es our ce s

coopera­

and b ea uti fic at ion ,

and family planning.

con­

The se

thrusts c on s t i t u t e the co n te nt along with which the ba si c
f un da me nt al s of reading,

oral and w ri tt en c o m m u n i c a t i o n and

c o m p u t a t i o n are geared.

The ult i ma te goal is to pr e p a r e each

teacher

to o cc up y his role as a stimulus to fun ct i on al

tivity,

as a re s e r v i o r of w ar mt h and understanding,

crea­

and as an

in sp ir at io n for yo u n g lives to give their best b e c a u s e they
are n u rt ur ed
mosphere.
te ach ers

in a secure,

af fe ct io na te and free c l a s s r o o m a t ­

In a c c o m p l i s h i n g the u l ti ma te goal,

the st ud en t

are t au gh t to b r i d g e theory and pra ct ic e by e xp o s i n g

them to actual school s it ua tio ns wher e the issues

and p r i n ­

ci ples they learn in teacher tr ain in g ins ti tu ti on s may be c o m e
mo re me a n i n g f u l

thr oug h the use of co ncr et e exa mp les

illustrations.

T h e y need to e xp eri enc e h a n dl in g small

large g rou ps of le arn er s
aids,

games,

and
and

as well as to work on varied visual

st r at eg ie s and tec hn iqu es that br ea k the m o n o t o n y

of the tr ad i ti on al q u e s t i o n - a n s w e r a p p ro ac h and le c tur e
strategy.
It was the i nte nt of this stud y to d i s c o v e r w he th er
or not the product s

of te ac her t ra in in g i n s t i tu t io ns

for s tu de nt te ac hi ng in R eg i o n VII,
pines,

C en tr al Visayas,

assigned
Philp-

e n ha nc e the t e a c h i n g - l e a r n i n g p ro ce ss and c o n t ri bu te

to school pr o gra m activities,

and w h et he r or not,

wi t h the

re le as ed time gi v en to s u p e r v i s i n g te ach er s b e c a u s e of their
presence,

the s tu de nt te ach er s e n ha nc e s u p e r v i s i n g teach er

p a r t i c i p a t i o n in s c h o o l - r e l a t e d activities.

E d u c a t i o n in the Ph i li p pi ne s
E d u c a t i o n in the P h i l i p p i n e s

foll ows a set p at te rn

as to the nu mb er of years each ch il d spends
four years

in primary;

in high school;

in elementary;

Not ma ny of the p r im ar y and el e m e n t a r y

are pr i vat e scho ols b e c a u s e pu bli c e du c a t i o n

through e le m e n t a r y level.
i n s t i tu ti on s

is free

T h e r e are still pu bl ic schools or

at the s e c o n d a r y and t er t i a r y levels wh e re the

stu de nts pay m in im um fees,
schools p ro vi de

b u t in the hi ghe r levels,

an in c r e a s i n g sha re of education.

lic and p r i v a t e schools or i n s t i t u t i o n s
central office,
Culture,

four years

and b e t w e e n four and five years for a bac-

c a l u a r e a t e degree.
schools

two yea rs

in each step:

priv ate

Both p u b ­

are c o n t r o l l e d by one

the O ffi ce of the M i n i s t r y of E d u c a t i o n and

ba se d in m e t r o p o l i t a n Manila.

di v i d e d into twelve regions.

The who le c ou nt ry

is

Each re gi on has a R eg i o n a l O f ­

fice of the Mi n i s t r y of E d u c a t i o n and C ul tu re he a d e d by a

director.

The chart on the o r g a n i z a t i o n of the P hi l i p p i n e

ed u ca ti on al

system gi ve n in Ap pe n di x

gional dir ec t or s
E d u ca ti on

B # shows that the r e ­

are d i r e c t l y r e s p o n s i b l e

and Culture.

T h e y meet wi t h him r e g u l a r l y to r e n ­

der repo rts on their r e s p e c t i v e r eg i o n s
concerns.

The re gio nal d i r e c t o r s may,

of Edu ca ti on and Culture,
three bureaus,

namely,

to the M i n i s t e r of

and to ex pr es s their
th ro ug h the M i n i s t e r

avail t he m s e l v e s of the he lp of the

the B u r e a u of E l e m e n t a r y Education,

the B u r e a u of S e c on da ry E d u c a t i o n and the B u re au of Higher
Education.

There is no s p e c i f i c b u r e a u or o ffi ce in ch arg e

of teacher education,

thus,

teach er

ed u c a t i o n p r og ra m s

are

left to teac her t ra i n i n g i n s t i t u t i o n s s ub je ct to the ap proval
of the Reg ion al Office.

T e ac he r E d u ca ti on

in the P hi l i p p i n e s

The first two or three years

in a p r o s p e c t i v e

c o ll eg e life are spent w i t h the c o l l a g e of arts

te ach er 's

and sci en ces

whe re the student learns

a bit in each of the m a n y field s

to wh i ch he is exposed.

Am o n g these are psychology,

logy,

m e a s u r e m e n t and evaluation,

and edu ca ti on al p ri n c i p l e s

socio­

g u i d a n c e and counseling,

and methods.

The f ac ul ty memb ers

in the coll eg e of arts and sc ie nc es g e n e r a l l y do not work
cl o se ly wi th the fa cu lt y me mb er s

in the c ol leg e of e d u c a t i o n

in ar ti cu la ti ng the co ur ses offered;

hence,

the p iec es of in­

f o r ma ti on are learned in i s ol at i on and are of t en not f o ll ow ed
by practice.

It is in the th ird year that the p r o s p e c t i v e

6
teach er starts t a k i n g c ou rse s
d u r i n g s tu den t teaching,
courses.
ing

in his major field,

and,

even

c o n t i n u e s g e n e r a l l y to take other

It is d u r i n g the last year w h e n

e x p e r i e n c e is provided,

stud ent t e a c h ­

that the p r o s p e c t i v e teacher

ge t s a hea vy d o s a g e of ex p e r i e n t i a l

learning.

S t ud en t T e a c h i n g in the P h i l i pp i ne s

The s t ud en t teacher,
year,

enro lls

teaching,

g e n e r a l l y in his last ac ade mic

in two f o u r - m o n t h - l o n g c ou rs es

in student

one d u r i n g the fir st se me s te r and the other d uri ng

the se con d semester.

For teach er t r a in in g in s ti tu ti on s that

do not have th ei r own la b o r a t o r y schools,

s t ud ent

teachers

have to ch oos e b e t w e e n f i n i s h i n g all the r e qu ir e d courses
b e f o r e s t ud en t t e a c h i n g or t a ki ng one or two more courses
d u r i n g the summer

i m m e d i a t e l y f o ll ow in g st ud en t teaching,

if they are a s s i g n e d to re m o t e b ar ri os
training institutions

or towns.

For teacher

that ha ve their own l a b o ra to ry schools,

the us ual p r a c t i c e is for the st ud en t teach er to teach first
on campus

and then off campus.

In the st u d e n t t e a c h i n g p r o g r a m , t h e p r in ci pa l handles
the p l a c e m e n t of the st u d e n t teachersp r ov id es

Each stude nt teacher

his s u p e r v i s i n g te ac he r with an o b s e r v a t i o n n o t e ­

b o o k in wh i ch the s u p e r v i s i n g teacher w ri te s com me nt s on how
the st ud en t t e a c h e r fa re d as a tea che r
the st ud en t t e a c h e r

teach es the class.

du r i n g each sessi on
Also in this

obser­

v ati on n o te bo ok ,the s u p e r v i s i n g t ea che r gi v es his su g ge st io ns
for imp ro vement.

Th e s e o b s e r v a t i o n notes are in t r i p l i c a t e — one

copy is for the s tu de nt teacher,

a no th er for the co ll ege

c o o r d i n a t o r and a no the r for the s u p e r v i s i n g teacher.

NEED FOR THE ST UD Y

E ig ht years have e l ap se d sinc e the p as sa ge of the
P hi l i p p i n e E du c a t i o n a l D e c r e e of 1972.

Thus far,

the

w r i t e r is not aware of any stu dy to assess the re sp on se
of s tu de nt t e a ch in g p r og ra ms
Philippines,

in Re g i o n VII,

Ce nt ra l Visayas,

to the o p p o r t u n i t i e s p r e s e n t e d by the decree,

nor is she aware of such a study e ls e w h e r e
R e g i o n VII has n i n e t e e n t ea ch er
of w h i c h places

st ud en t t e a ch e rs

in the Philippines.

t r ai ni ng institutions,

each

in schoo ls in the region

and has le g i t i m a t e c on c e r n as to w h e t h e r

its p r og ra m e n ­

ha nc es or d e t r a c t s from the ed u c a t i o n a l pro g ra ms

in the

schools.
This q u e s t i o n of the ef f e c t of s tu de nt t e ac hi ng p r o ­
gra ms

on pupil learning,

s u p e r v i s i n g teachers'

to get he r wit h the ef fec t on the

wo rk

load,

was ra ise d in M ic h i g a n in

the late 1 9 6 0 's wit h the r e q u e s t from teache rs for inc re as ed
sti pe nd s from the institut ion s.
ho w much,
school

if anything,

It be c a m e

im por tan t to know

the s u p e r v i s i n g te ac h er s

an d/ or the

should be paid to wor k w i t h st ud en t teachers.

the M i c h i g a n I mpa ct St udy was c o n d u c t e d

in 1 96 9-1 970

Thus,
to e x ­

amine these e ff ect s and the stud y was r e p l i c a t e d in Indiana
in 1974.

Th e re was

a st r i k i n g s i m i la r it y of findings.

8

Th e se studies ra ise d a qu e s t i o n for this r e s e a r c h e r
as to wheth er the same fin din gs w o u l d preva il
we r e rep li ca t ed in a d i f f e r e n t country,
Central

Visayas,

University,

Philippines,

if the stu dy

namely,

Re g i o n VII,

the R eg io n of wh i ch S il l i m a n

whe re the author t e a c h e s . b e l o n g s .

This q u e s t i o n (

plus the writer's be lie f that what shoul d be d o n e to im pr ov e
teacher ed uc at io n must be d e t e r m i n e d and w o r k e d ou t by all
those inv ol ved and that the fi ndi ngs cou ld be a pp li ed to the
d e c e n t ra l iz ed

author it y

in the

Ph ilippine e d u c a t i o n a l

led to the d e c i s i o n to r e p li ca te

the Mi ch i ga n

system,

Impact Study

in a second country.

PURPO SE OF THE STU DY

The p ur pos e of this study was to assess
tions of stud ent teachers,

c oo p e r a t i n g tea ch er s

the p e r c e p ­
and b u i l d i n g

a d mi ni st ra to rs r eg a r d i n g the impact of s t ud en t t e a ch in g p r o ­
gr am s on the c o o p e r a t i n g schools
Visayas,

Philippines,

in Region VII,

Ce nt ra l

to wh i c h student te ac h er s from the

teach er tr ai n in g in sti tut io ns

in R egi on VII are assigned.

Th e study sought to d i s co ve r wh e the r the p r es en ce of st u d e n t
tea che rs in c o o p e r a t i n g scho ol s enh ances pupil learning,
c on t r i b u t e s to the att ai nm en t of school p r og ra m activities,
e na ble s

the c oo p e r a t i n g te achers to at tend s c h o o l - r e l a t e d

activities,

and ch an ge s the work load of c o o p e r a t i n g

and the b u il d in g adm inistrators.

t e ac he rs

The stu dy also c om p a r e d

the fi ndings wi th those from the M i c hi ga n and I nd ian a Im pact

9

Studies.

It f u rt he r so u gh t to id ent ify the d i f f e r e n c e s

responses from the thre e gr o u p s of re s p o n d e n t s
out whe the r sex,

ma r i t a l

in

and to find

st atus or size of the co m m u n i t y

in which the school was l o c a t e d af fec ted the responses.

RE S E A R C H Q U ES TI ON S

Eight r es e a r c h q u e s t i o n s wer e d e v e l o p e d to g u i d e the
research.

The s p e c i f i c items in the r e s ea rc h

in st ru me nt

that serve to answer each r e s e a r c h q u e s t i o n are gi v en
Chapter III.

in

The f o l l o w i n g are the res e ar ch questions:

Res ea rc h Q u e s t i o n No.

1:

On the ba s is of the p e r c e p t i o n s of the three groups
of respondents,

the s tu de nt

teachers,

the s u p e r v i s i n g teachers

and the a dm ini str at ors ,

to w h a t ex te nt do s tu den t t e ac hi n g

pr og ram s

Central

in R e g i o n VII,

Visayas,

P h i l ip pi ne s enhan ce

teaching-learning processes?

Res ea rch Q u e s t i o n No.

2:

On the b a s i s of the p e r c e p t i o n s of the thre e groups
of respondents,
in Region VII,

to w h a t ex t e n t do s t ud en t te a c h i n g pr ograms
C en tr a l

Visayas,

P h i l i pp in es c o n t r i b u t e to

the school p r og ra m a c t i vi ti es ?

Re se arc h Q u e s t i o n N o . 3:
On the ba s is
of respondents,
in Region VII,

of the p e r c e p t i o n s of the th ree g rou ps

to what ex ten t do s tu den t te a c h i n g pr ogr am s
Cent ral

Visayas,

P h i l i pp in es

en ab le the

10

s u p e r vi si ng tea ch ers to p a r t i c i p a t e in s c h o o l - r e l a t e d a c t i ­
vities?

Re s e a r c h Q u e s t i o n No.

4:

On the ba si s of the p er c e p t i o n s of the s tu de nt t e a c h ­
ers and s up e r v i s i n g teachers,
of the st ud en t tea chers
Visayas,

Philippines,

to wha t e x t e n t does the pr es en c e

in sch ool s in R e g i o n VII,

Cent ral

ch an ge the wor k load of the su p er vi si ng

teachers?

R e s e a r c h Q u e s t i o n Mo.

5:

On the ba s is of the pe rc e p t i o n s of the b u i l d i n g a d m i n ­
istrato r group,
de n t teachers

to wh at e xt en t does

in Re gi on VII,

the p r e s e n c e of the s t u ­

Ce n tra l V i s a y a s ,P h i l i p p i n e s ,

c h an ge the work load of the a d m i n i s tr at or s?

Re s e a r c h Q u e s t i o n No.

6:

H o w do the re sp on se s in Re s e a r c h Q u e s t i o n s 1-5 c o m ­
pare wi th those f o u n d in the Mi c h i g a n and India na Impact
Studies ?

Re s e a r c h Q u e st io n No.

7:

Are there s i g n i f i c a n t d i f f e r e n c e s in the re sp o ns es
to R es ea r ch Q u e s ti on s

1-3 amo ng the three g ro up s of r e ­

s po nd ent s?

R e s e a r c h Q ue s t i o n No.

8:

Do such d e m o g r a p h i c c h a r a c t e r i s t i c s
status,

as sex,

marit al

and the size of the c om m u n i t y wh e r e the school

is

11
loca te d af fe ct the p e r c e p t i o n s of the three gr ou ps of r e ­
spo n de nt s on t e a c h i n g - l e a r n i n g processes,

stude nt teacher

c o n t r i b u t i o n to school p r og ra m a ct iv iti es

and s u p e r vi si ng

teac he r c o n t r i b u t i o n to other s ch o o l - r e l a t e d a cti vi tie s?

G E O G R A P H I C A L B O U N D A R Y OF THE STUDY

The Vi s aya s

is one of the three main ge o g r a h i c a l r e ­

gion s of the Philippines,
cated)

and Mindanao,

Centr al

Visayas,

wi th Lu zo n

(where M ani la is lo ­

the ot her two.

R e gi on VII,

locat ed in

is one of the twelve re gional centers in

the P h i li pp in e e d u c a t i o n a l

system.

Each regional office is

he ad ed by the D i r e c t o r of the O ff ic e of the Mi n i s t r y and
Culture.

Re g i o n VII is c o m p o s e d of six cities,

and one sub- pr ovi nc e.

three p ro vin ce s

S i ll im an U ni v e r s i t y is a priva te in­

s t i tu ti on of highe r l e a r n i n g in Re gi on VII whic h trains t e a c h ­
ers for pr e - s c h o o l

t hr oug h s e c o nd ar y school.

also one of the tw elve

Sil li ma n is

regiona l staff d e v e l o p m e n t centers

of the Philippines.

D E F I N I T I O N OF TER MS

The fo l l o w i n g d e f i n i t i o n of terms were taken from
Andre ws

(1971) .
1.

Cooperating Scho o l .

T he el em en tar y or sec on d ar y

school w h e r e the te a che r tr ain ing in st i tu ti on
p lac es the s tu den t teachers.
to as a l a b o r a t o r y school.

It is also ref e rr ed

Cooperating T e a c h e r .

A t ea ch er of school pupi ls/

st udents who also d i r e c t s

the work of a s t ud en t

teacher wit h these same p u pi ls /s t u d e n t s .
name for c oo p e r a t i n g t ea ch er
In Ch ap t er s

III and IV,

An ot he r

is s u p e r v i s i n g teacher.

the s u p e r v i s i n g teach er

g r o u p is ab b r e v i a t e d to SU.
Di r e c t e d O b s e r v a t i o n .
for co ll eg e stu d en ts

T he o p p o r t u n i t y pr o v i d e d

to see t e a c h i n g and le ar n in g

and all ma nner of s c h o o l - r e l a t e d act iv it i es w i t h ­
out n e c e s s a r i l y b e c o m i n g
act iv ity
His.

i n v ol ve d in the o n - go i ng

itself.

A gender-neutral

noun.

T h r o u g h o u t the report,

his is us e d as e q u i v a l e n t to his or her.

He is

si m i l a r i l y used.
Participation.

Those experiences

lege s tu d en t takes

in wh i c h

a col­

an a ct ive pa rt in the d i r e c t i o n

of an on - g o i n g pha se of a t e a c h i n g - l e a r n i n g a c t i ­
vity.

All act i vi ti es

along a c o n t i n u u m b e t w e e n

o b s e r v a t i o n and full r e s p o n s i b i l i t y for d i r e c t i n g
the l e ar ni ng of a g r o u p or gr o u p s of p up il s

are

included.
School A d m i n i s t r a t o r .
head teacher.

The b u i l d i n g pr i n c i p a l or

In C h a p t e r s

III and IV,

this g r o u p

is a b b r e vi at ed as A.
S tu den t T e a c h e r .

A co l l e g e s tu d e n t w h o g e n e r a l l y

is in his senio r year

and is a s si gn ed s tu den t

tea ch in g e x p e ri en c e for a p e r i o d of g u i d e d

teaching.

13

He assum es i n c re as in g r e s p o n s i b i l i t y for d i r e c t i n g
the le ar ni ng of a gr oup of le ar ne r s over a p eri od
of about 6 to 16 weeks.
iate teacher"

Recently,

" ass oc­

has bee n s u g g e s t e d as a more fi tt in g

name for a s t ud e nt teacher.
IV,

the term

In Ch a p t e r s

III and

the s tu de nt teacher g r o u p is a b b r e v i a t e d as

ST.

L I M I T AT IO NS OF THE STUD Y
1.

The scho ols

in R eg io n VII w h i c h were s tu d ie d migh t

not a c c u ra t el y re p r e s e n t the Region,
teac her t r ai ni ng i n s t i tu ti on s
in clu de d in the study.

since not all

in the r egi on were

Of the n i n e t e e n teacher

t r ai ni ng i n s t i tu ti on s in R e g i o n VII,

only s e v e n ­

teen wer e r e ac he d p e r s o n a l l y by the researcher.
Letters of r e q u e s t and the c o r r e s p o n d i n g i n s t r u ­
ments were sent to the othe r two t ea che r tra in i ng
ins tit ut io ns

th ro ug h c ol l e a g u e s but there was no

response.
In addition,

only fi f t y - o n e of the f i f t y- f iv e

c oo p e r a t i n g schools
2.

in the re g io n we r e reached.

The re por t is ba se d on p e r c e p t i o n s of the r e ­
sp on de nt s on

each variable,

wi th no attempt

h avi ng be en made to va lid at e the res po ns e thro ug h
time studies,
3.

o b s e r v a t i o n or otherwise.

The po p u l a t i o n s tu di ed c o m p r i s e d a s el e c t e d p o rt io n
of the P h i l i pp in e E d u c at i on al

System.

No claim

is ma d e that this po r t i o n is r e p r e s e n t a t i v e of
the e nt ir e Ph il ip pi n e nation,

thus any g e n e r a l i ­

za tion from the fi nd i ng s shoul d be made with
caution.
Any ef f or t to apply the fin din gs of any p ar ti cul ar
st u d e n t
tor,

teacher,

school,

ous.

s u p e r v i s i n g teacher,

administra­

or i n s t i t u t i o n will be vary h a z a r d ­

The r es p o n d e n t g r o u p s were very diverse,

and no attempt was mad e to analyze the data
ag a in st

all the d e m o g r a p h i c variables.

No a tt em pt was made to cont rol the cu ltu ra l v a r i ­
ables

that mig ht have af fe ct e d the per ce pt io ns of

the t hr ee

levels of r e s p o nd en ts

g e o g r a p h i c areas.

For example,

the p r e s e n c e of st ud ent

from the three
on the effects of

te achers on discipline,

there was no me as ur e pr o v i d e d to c on tro l the fact
that generally,

the Ph il ip pi ne s up e r v i s i n g t e a c h ­

ers are more a u t h o r i t a t i v e than those from Indiana
and M i ch ig an or the fact that c o m p u l s o r y e d u c a ­
tion in the P hi l ip pi ne s

is only up to the e l e m e n ­

tary level.
Al t h o u g h

this study was d e s c r i b e d as a r e p l i c a ­

tion of the Mic hig an

Impact Study,

on l y part of that study.

it r ep lic at ed

Of the total of 64

n o n - d e m o g r a p h i c items on student teacher q u e s t i o n ­
naire,

only th irty we re an al y ze d in the

present

study,

and of 65 such items on the s u p e r vi si ng

teacher,

30 were analyzed.

The a d mi ni st ra to r

in s tr ume nt c o n t ai ne d 60 n o n - d e m o g r a h i c items,
which thirty were ana ly ze d in the study.

of

No i n ­

ference sh ould be dr a w n from this r epo rt as to the
nature of the re s p o n s e on the b al an ce of the items
in any of the instruments.

ASS UMP TI ON S
That the ins tru men t from the Mi chi ga n
Study is rel eva nt to the Philippines.

Impact
Alt hou gh

the s urv ey i n s t r um en ts were c o n s t r u c t e d by Ameri can s
and t est ed thus far only in Am eri ca n schools,

the

re s ea rc he r as su me d that with E ng lis h as the me dium
of in st ru ct io n in the Ph il ip pi ne schools from at
least third grad e on thro ugh co ll eg e years,

the

re s po nd en ts wo ul d have no d i f f i c u l t y u n d e r s t a n d i n g
the ques tio ns .
q u e st io ns

Also the re s ea rc he r d e l e t e d a few

that di d not apply to c l a s s r o o m s i t u a ­

tions in the Philippines,

m a k i n g us of her e x p e r ­

iences as a teacher and obs er ve r of el e m e n t a r y
and high schools for fi ft ee n years as a ba s is
mo d i f y i n g some of the q u e st io n s
vant to P hi li pp ine schools.
the in s tr um en ts

for

to make them r e l e ­

She furt her r ef in ed

after co n d u c t i n g a pilot

stu dy at

Sillima n University.
That the stud ent t ea ch in g pro gra ms in Michigan,
Indiana and the Ph il ip pi n es are s u f f i c i e n t l y

similar to permit the kinds of c o m p a r i s o n s made
in the study.
A l th ou gh the length of student te ac h in g e x ­
posure varies among the teacher tra i ni ng i n s t i ­
tutions

in Region VII,

that teac her

the r e s ea r ch er assumed

t ra in in g pr ograms in Re gion VII are

simil ar to those in the Un ited States.

In that

g e n e r a l l y the stud ent teacher is in his senior
year in the fou r- ye ar teacher e d u c a t i o n program,
and that the g en er al co urse re qui re me nt s
teacher e d u c a t i o n student s

for all

are f u lf il le d b efo re

the s t ud e nt e nte rs stude nt teaching.
That the r es p o n d e n t s had no re se rv a ti on s in e x ­
pr es si ng their perceptions.
The r e s p o n d e n t s were assured that the analysis
and i n t e r p r e t a t i o n of dat a wo ul d be for the entire
region and that no one spe cific answer sheet co u ld
be i de n t i f i e d from the moment it was turned in.
That ea ch re s p o n d e n t p ro vi de d his own p er c e p t i o n
of the impact.

The re se ar che r ad mi n i s t e r e d the

q u e s t i o n n a i r e p er s o n a l l y

and p r ov id ed no ch anc e

for the r es p o n d e n t s to confer with one another

in

an sw eri ng the questions.
That the re sp o n d e n t s un d e r s t o o d the stud en t t e a c h ­
ing p r o g r a m and the work of the s tu de nt teacher.
The s tu den t te ac he r ass ig ned to the school was
an a p p re nt ic e teach er e x pe ct ed to und erg o

17

ori entation,

observation

and p a r t i c i p a t i o n du r i n g

which time he pe rfo rm s r o u t i n e
plores sc ho ol f a c il it ie s

t e ac hi ng tasks,

and resources,

e x p e r i e n c e d c o o p e r a t i n g te a c h e r s
teach on his own;

ob ser ve s

and e v e n t u a l l y

s u p e r v i s i n g tea ch ers

and a d m i n ­

is tr at or s wer e i n vo l ve d in the placements,
ments

ex­

assign­

and s u p e r v i s i o n of the program.

O V E R V I E W OF TH E ST UD Y
The re port c o n s i s t s of five chapters,

ap pe n di ce s and

bibliography.
Ch a pte r

II re c o u n t s

s i g n i f i c a n t s t a t em en ts on the i m ­

pact of student t e a c h i n g pr og r am s by A m e r i c a n authors and
s u m m ar iz es

the 1969

M i ch ig an

b a s e d on the M i c h i g a n
gram,

Impact

Impact Stu dy and the other studies
Study on st ud en t t ea ch in g p r o ­

s t r e ss in g the s i m i l a r i t y of findings.
Chapt er

variables,

III g i v e s

the eight r e s e a r c h guestions,

the

a d e s c r i p t i o n of the p o p u l a t i o n of the study,

c h a r a c t e r i s t i c s of the three g ro up s of re spo ndents,
s tr u m e n t a t i o n process,
the st a ti st ic al
Chapter

IV sets

ana lys es of the data,

forth the data,

and

the data.

the re su lts of the

and a d i s c u s s i o n of the findings.

Cha pte r V p r o v i d e s
the major findings,

the i n ­

the pr o c e d u r e s us e d in the study,

t r e a t m e n t s used to a na l y z e

the

the s um mar y of the study and of

r e p o r t s the c o n c l u s i o n s

of the study and mak es r e c o m m e n d a t i o n s

and i m p l i ca ti on s

for f ur the r research.

CHAPTER

II

RE V I E W OF R E L A T E D L I T ER AT UR E

This c ha pte r is d i v i d e d into two parts.
the impac t of st ud en t te a c h i n g programs.
the Mi ch i ga n

Impact Study wh i c h

Part

I str esses

Part II d es c r i b e s

a na ly z ed the e ff ect s of s t u ­

de n t te a c h i n g

pro g ra ms

on c o o p e r a t i n g schools in Mic hig an as

well as oth er

stud ies wh ic h u s e d the Mic higan Impact Study as

a model or a na ly ze d p o rt io ns of the da ta from

Part

I:

the study.

The Impact of St ud en t Tea c hi ng Pr ogr am s

The p os it iv e impact of s tu den t tea ch i n g pr og r am s in
c o o p e r a t i n g sc ho ols

is oft en tak en for granted.

we hear some p r e - c o n c e i v e d

ju dg eme nt s

p r og ra ms or about s tu den t teachers.
the se v en myths or m i s c o n c e p t i o n s

Very often

about stud ent te ac hi n g
T yp ica l of these are

Kenne dy

(1970)

identified,

and d i s c r e d i t e d u s i n g the f i nd in gs of the Mic h ig an
Study,

a st a t e w i d e stu dy d e s c r i b e d

this chapter.

These i n cl ud ed

the following:

te a c h i n g p r e p a r a t i o n on ca m p u s e s
t e ac he rs get their e x p e r i e n c e
pupil s

in school;

in detail

Impact

in Part II of
that pr e- s t u d e n t

is ineffective;

that student

s o m e h o w at the e x pe ns e of the

and that w o r k i n g with stud ent t e ac h er s

an o p p r e s s i v e b ur de n on the s u p e r v i s i n g teachers.

is

The se are

19
indeed popu la r m is co nc e p t i o n s .
misconceptions

It is pro b ab ly due to these

that stud ent te ach er s are of ten not giv en the

we l c o m e and a t t en ti on they des erve.
ex c ep t perha ps

No one else in the school,

the s u p e r v i s i n g teacher,

shares with the s t u ­

den t teach er the c o m b i n e d fee li ng s of e x c i te me nt

in m aki ng

the best out of the o p p o r t u n i t y gi v e n him to teach,

and the

c o r r e s p o n d i n g a p p r e h e n s i o n of w he t h e r he will s uc cee d in
m a n i p u l a t i n g the v a r ia bl es of i n s t ru ct i on to pr od uc e some
p o s i t i v e ch an ge s in the pupils.
ceed in s tu den t

teaching,

s u p e r v i s i n g tea ch e rs

In his grea t de si re

to be of he l p to pupils,

and the principal,

to s u c ­

to the

he needs an a t m o s ­

phere of welcome.
The s u p e r v i s i n g t ea che r can do much to make or break
the st ud en t teacher.
he can be a po w e r f u l

If a s u p e r v i s i n g teacher per f or ms well,
vehicle

in d r a w i n g out the best in a

st u den t t e ac he r thus e n a b l i n g the teacher to he l p the pupils
and the schoo l better.
one who is able to

Cr em in

(1977) d ef ine s

a teacher as

"view the su bj e ct s he teaches

en t ir e co ur se of i n s t r u c t i o n

in its r el at io n to the child

and to the s oc ie ty of whi ch the ch il d is a part.
the na tu r e of the mind;
learning,
will,

the g ro wt h of char act er .

horizons,

He knows

he must u n d e r s t a n d the proc ess of

the f o r m a t i o n of ideals,

i mp art his k n o w l e d g e

and the

the d e v e l o p m e n t of the

He must have the ab il it y to

in a way that shall br o a d e n his pupils'

e x t e n d t he ir

interests,

and insp ir e them to rig ht living.

str e ng th en

their character,

A s u p e r vi si ng teacher

wh o pa sse s this d e f i n i t i o n of a teac her will c e r t a i n l y be a

20
g o o d model for the student teac her and he w o u l d play a gre at
ro le in en abl in g the student teac he r to have a p o si ti ve i m ­
pact upon the pupils

and the school.

Mi chigan student tea ch ing p ro gr am s d e s c r i b e six r e ­
s p o n s i bi l it ie s of a su p e r v i s i n g teacher:
an advisor,

(2) as an o u t s t a n d i n g teacher,

(4) as a pr ofe ss io na l person,
innova tor
with

and experime nte r.

He,

necessary.

like a parent,

(3)

(5) an evaluator,

as an observer,
and

(6) as an

His righ t to c r i t i c i z e carries

it the re sp o n s i b i l i t y in b r i n g i n g

ment.

(1) as a friend,

about n e e d e d i m p r o v e ­

seeks g r a d u a l l y to make himself u n ­

He tries to brin g his s tu den t

teach er

to a stage

wh e re the student teach er can m a n a g e his own class.
The pr in c ip al
He sets the overall
lishes

is the e d u c a t i o n a l
tone of the school.

in the school.

The e xa mp le he e s t a b ­

in g u i di ng his own f ac ult y and the a s s i s t a n c e he pr ovides

for the student teacher,

contribute greatly

the student t e ac hi ng experience.
tor as specif ie d by Wyant,

His role as a p ro jec t d i r e c ­

t r ai ni ng

insti tu tio n.

one w ho has a g e n u i n e c o m m i t m e n t

He is an adv oc ate who pro mo ti es

b ef or e all kinds of audiences.

a program,

may

joint p r oj ec t b e t w e e n the

c o o p e r a t i n g school and the tea che r

the progr am

(1980)

in s tu de nt t e a c h i n g prog ram

w h i c h is in a sense an u n w r i t t e n

is a believer,

to the q u al it y of

R e i nh ar d and Ar ends

very well apply to his roles

gram.

le ader

He

to the p r o ­

and d e f e n d s

the progr am

He is a l ink er w ho con ne cts

^ith other parts of the system.

Wh er e there is

an i ns er vic e or a f ac ul ty m e e t i n g that will help

in the pro fe ss io na l gr o w t h of the s tu de nt t ea c h e r

as well

as

21
in his c a p a c i t y to pr o duc e b e t t e r pupil learning,
the s tu den t te ac he r to be present.

he inspires

He is a re sou rce acquirer

who o bt ain s and all oc at es ta ng i bl e and int an gi bl e resources
for the program.
own corner,

He sees that the s tu den t teacher has his

his own m a il bo x to f a c i li ta te w r i t t e n c o m m u n i c a ­

tion b e t w e e n him and his pupils.

He is an employer,

able to

place s tu de nt te ac h er s und er the best c o o p e r a t i n g teachers
wi thi n the b uil din g,

for the pupils'

in te re s t as well

as for

a p o s s i b i l i t y that the s tu den t teacher may be one of the
f ac ul ty

in the b u i l d i n g or m ay be one he c ou ld proud ly r e c o m ­

me nd for e m p l o y m e n t
w ho su ppl i es
D ur ra nc e

to ot her a d m i n i s t r a t o r s .

energy,

(1968)

He is a leader

i n i t i at i ve and d ir ec ti on.

add two more roles:

Hi lli ard and

the role of imp res si ng

up o n the fa c u l t y the s i g n i f i c a n c e of the in v ol v em en t of the
school

in the im p o r t a n t r e s p o n s i b i l i t y of the pr ofe s si on al

p r e p a r a t i o n of t ea ch er s and of ac ce pt in g the stude nt teacher
as a p a r t i c i p a t i n g me mb er of the faculty.
to n e w trends

With his op enn es s

in c l a s s r o o m ma n a g e m e n t t e c h ni qu es

tional strategies,
reach his pupils

and i n s t r u c ­

the s tu den t teac her can be in spi red to

throu gh i n t e r es ti ng c re a t i v e ways.

T h r o u g h the e n t h u s i a s t i c suppo rt of these two key
pe r son s

in a s tu de nt

tea ch e r' s student te ach in g

l i f e — the

s u p e r v i s i n g t e ac he r and b u i l d i n g a d m i n i s t r a t o r — the student
t ea che r will find
re l e v a n t

joy and c h a l l e n g e

in p la nn in g out appealing,

and f un c t i o n a l ex pe r i e n c e s for the pupils so that

as the g u a r d i a n of the pupils'

time,

each cla ss s es s i o n is well spent.

he rests

assured that

In this manner,

the student

22
teacher will be able to c o n t r i b u t e much to the t ea ch ing learning pr o c e s s e s inside and o ut si de

Part II:

The Mic hi g an

The f i nd in gs of the M i ch ig an

the classrooms.

Impact

Study

Impact Study were p u b ­

lished in a p a m p h l e t e n t it le d Stud en t Tea c hi ng
Questio ns and Answe rs

(1970).

Programs:

This was a st ate wi de study

c o n du ct ed by the de an s and d i r e c t o r s of teac he r e du cat io n
in sti tu ti on s

in M i ch ig an who we r e c o m m i s s i o n e d by the Coun cil

of State C ol le ge

Pre si de nt s to u n d e r ta ke

the study.

The

fi ndi ngs were also su m m a r i z e d in a paper p r e se nt e d to the
Illinois

A s s o c i a t i o n of T e ac he r E du ca tor s by Kennedy

(1970).

From these s o ur ce s and from the studies done by Marcus
Veen s tr a

(1972),

and Pisoni

tions of the M i ch ig an

(1970),

(1977) who all made use of p o r ­

Impact Study data,

the r e s ea rc he r has

s e le ct ed the f o l l o w i n g to r epo rt on as be i ng es p ec ia ll y
re lev ant

to the pr e s e n t study.

In 1969,

the Mi chi ga n Counc il of State Coll ege P r e s i ­

den ts c o m m i s s i o n e d the Mi chi ga n

teac her e d u ca ti on

inst itu tio ns

to c on duc t a stu dy to d e t e r m i n e

the impact of student t e a c h ­

ing pr ogr am s on the c o o p e r a t i n g schools of Michigan.
mi ttee was set up to im pl em en t
nedy,

the study.

D ir ec to r of Student Teaching,

c ha i r e d the co m m i t t e e with Dr.

and

Dr.

Alla n Quick,

W. Henry

Ken­

Mic hig an State University,

Malc olm

Ed uc ati on U n d e r g r a d u a t e Committee,

Dr.

A com­

Lowther,

Ch ai rm an of

Uni ve rs it y of Michigan,

D i r ec t or of Student Teaching,

Central

23
Michigan

University,

as members

(Michigan

Impact Study,

1970).

It was b e l i e v e d that the i n f o r ma ti on sought for c o u l d only
be s u p pl ie d by those most di r e c t l y c on n e c t e d wi t h the st ud ent
te ac hi ng program,

namely,

the stud ent teachers,

the s u p e r ­

vising te achers and the bu i l d i n g admin is tra tor s.
Sep arate i n s t ru me nt s were d e v e l o p e d for the s tu den t
teachers,

the s u p e r v i s i n g tea chers

The stud ent

and the a d mi ni st ra to rs .

teach er and the s u p e r vi si ng t ea che r v e rs io n s were

prin ted in a pa ral le l format,
g r ap hi c items.

ex ce pt the e v a l u a t i v e

The a d m i n i s t r a t o r version,

s o li ci te d answers

to the same que s ti on s

and d e m o ­

w h e n e v e r possible,

as those fo un d in the

stude nt t ea che r and s up e r v i s i n g teacher instruments,
ting the co m p a r i s o n of the three groups on some items
1970).

The in st ru me nt s were d e s i g n e d to d e t e r m i n e

(Kennedy,

the p e r ­

ce pt io ns of all st ud en t tea chers as sig ne d for st ud ent
ing fall qu a r t e r or se mes te r of 1969,

permit­

teach­

their c o o p e r a t i n g t e a c h ­

ers and a d m i n i s t r a t o r s with r ega rd to the e f fe ct s of stud ent
t ea ch in g pro gra ms on the c o o p e r a t i n g schools.

The

instru­

ments we re d e v e l o p e d with g u i d a n c e from the r e s e a r c h d e p a r t ­
ments of the three Mi ch i ga n in st it ut io ns

and were r e v i e w e d

by the M i c hi ga n A s s o c i a t i o n Off i ci al s and the S tu den t T ea c h i n g
Co m m i t t e e of the De t r o i t F ed e r a t i o n of T e ac he rs

(Pisoni,

1977).

The in s tr um en t s thus d e v e l o p e d were used in a pi lot study
wh e r e i n eig ht i n s t i tu ti on s part ic ipa ted .
the f e ed ba ck of the pilot study,
fur the r

the i ns t ru men ts

and l i m i t at io ns were corrected.

and J an ua ry 1970,

On the bas is of
were re f i n e d

In D ec e m b e r

the in str um ent s were s u b m i t t e d

1969

to all the

24
stud en t teachers e n r o l l e d du r i n g the fall

term or first

se me st er and their s u p e r v i s i n g te achers and b u i l d i n g a d m i ­
n i st ra tor s in all M ic h i g a n pu blic and p ri vat e schools.
total nu mbe r of r e s p o n d e n t s was 9881 with 4483
ers,

4397 s u p e r v i s i n g teachers,

tors or p r i n c i p a l s
teacher e du c a t i o n
Some e s p e ci al ly

(Marcus,

stude nt t e a c h ­

and 1001 bu il di ng

1970).

The

administra­

A total of th ir ty -o ne

i n s t i t u t i o n s p a r t i c i p a t e d in the study.

i mp o r t a n t fi nd ing s were r e po rt ed by Kennedy

(1970 ) :
1.

S e v e n t y - s i x p er cen t of the s u p e rv is in g tea chers
said the ir studen ts b r ou gh t some or a gre at many
n e w or d i f f e r e n t
pe r ce nt
te a c h i n g

2.

i n s t r u c ti on al m a t e ri al s

and 77

re p o r t e d their st ude nt s br ou gh t other
aids or ideas.

N ine ty pe r c e n t of the a dm i n i s t r a t o r s b e l i e v e d that
the s t u d e n t

te achers b r o u g h t to the sit ua ti on

t e a c h i n g aids whi ch the te ac h er s were able to use.
3.

The s t u d e n t

tea ch ers e s t i m a t e d the value of their

c o n t r i b u t i o n s om ew ha t h ig he r than did the s u p e r ­
vis in g teachers,

and the p r i nc ip a ls

thought

they

saw e v i d e n c e of the use of stud ent t ea che r c o n ­
tr i b u t i o n s by s u p e r v i s i n g te achers

at an even

hi gh er rate than the stu de nt s did.
4.

A p e s s i m i s t i c note

is that one -ha lf of one perc en t

of the s up e r v i s o r s r ep o r t e d they had to d i s c o u r a g e
the s tu d e n t s
and ideas,

from o f f e r i n g too many su g ge st io ns

while

4.8 p e rc en t of the stud en t

teach­

ers th o u g h t they wer e d i s c o u r a g e d from p re s e n t i n g
ideas and aids to the situation.

25
5.

In p r o v i s i o n
exams,

for m a k e - u p work and f ol l o w - u p of

ove rwh el m in gl y ,

the s up e r v i s i n g teache rs

said thes e were better,
administrators
t e ac he rs

and ov er wh elm ing ly ,

said they we re b et te r when student

are present.

For instance,

vi si on for m a k e - u p work,
better,

percent
6.

in the p r o ­

44 p er ce nt said it was

3 pe rc en t said it was worse.

u p of exams,

the

In follo w-

35 p e rc en t said it was better,

4

said it was worse.

S e v e n t y pe rc en t of the p ri n c i p a l s
work w as be t t e r

and only

said m a k e - u p

.4 p e rc en t said it was

worse.
7.

The d i f f e r e n c e s

in pupi l m o t i v a t i o n were not as

d r a m a t i c but c l e a r l y favor the pre sen ce of s t u ­
dent
8.

teachers.

The on ly pl ace
su p po rt

in the c a t e g o r i e s where there was

for the c o n t e n t i o n that student teachers

harm the st ud ent

t e a c h i n g p r o g r a m is in d i s c i p l i n e

wh e r e only 10 pe rc en t of the s u p e r v i s i n g te achers
said it was better,

wh i le

43 pe rc en t said it was

worse.
9.

On the same category,
the p r i n c i p a l s

discipl ine ,

said it was better;

20.4 p er cen t of
20 p er cen t

said it was worse.
10.

Fifty-nine

pe rc en t of the pr i n c i p a l s said the

ov e r a l l g u a l i t y of i n s t r u c t i o n was b e t t e r when
st u d e n t tea ch e rs were present.

All in all,

the ev id e nc e seems to support the fact that

the stude nt tea ch ers do not d et ra ct from the q u a l i t y of the
i n s t r u c ti o na l p r o gr am s for the pupils.
en h an ce it,

The

Rather,

they act ua lly

and to a c o n s i d e r a b l e extent.

Indiana Stude nt T e ac hi ng Study
The Indiana Stud en t T e a c h i n g Study

d u c t e d by the

(1975),

a stud y c o n ­

Indi ana As so c i a t i o n of Teach er Ed uca to rs

o p e r a t i o n with the Indi ana State De p ar tm en t of Public
s t r uc ti on in 19 74,

us ed the Mic hi ga n

building

In­

Impact Study as a model.

There was a total of 4952 re spondents.
stud en t teachers,

in c o ­

Of these,

2157 were

2046 were s u p e r v i s i n g teachers and 749 were

adm ini st r at or s.

g a t h e r i n g i n s t r um en ts

The three c l os el y par allel da t a

had n in et y items for the stude nt t e a c h ­

er and a d m i n i s t r a t o r gr ou ps and ni n e t y - f o u r for the s u p e r ­
v is ing t ea ch er group.
(ERIC abstract:
1.

The fo l l o w i n g were some of the fin d in gs

120 151,

1976):

That s tu de nt te ach er s e nh an ce d the e d u c a ti on al

pro­

gr a ms of the schools whe re they did their stud ent
teaching.
2.

That there was a p o s it iv e effect of the p re se nc e
of the st ud en t te achers on the i ns tr u ct io na l
vities

3.

acti­

and the m o t i v a t i o n of pupils.

That the wo r k load of the s u p e rv is in g t ea ch er s was
reduced.

4.

That the wor k load of the adm i ni st ra to rs

r em a i n e d

about the same or so me w ha t re du ce d with the p r e ­
sence of stud ent teachers.

27

5.

That the c o ll eg e c o o r di na to rs
s u p e r v i s i n g tea ch ers

pro vi de d the

and the stud ent teachers

the n e ce ss a ry he l p wh ere h e l p was needed.
6.

That r eg ul ar sta ff membe rs in c o o p e r a t i n g schools
were a f f o r d e d the o p p o r t u n i t y to pa r ti ci pa te

in

ad d iti ona l s c h o o l - r e l a t e d activities.

Ot he r Studies

Ch a rle s

Pisoni e v a l u a t e d two d if f e r e n t Cent ral Mi ch ig an

U n i v e r s i t y teac her e d u c a t i o n pr og ra m s re g a r d i n g the im pact of
these student
Michigan.

These pr ogr am s were

pr o gra m where
weeks,
stud en t

te ach in g p ro g ra ms on the c o o p e r a t i n g schools

and

the stud ent

(2) the 1973

tea chers

te ach er s

student te aching

taught full days for eight

s tu den t te ac h in g pr og ram wh er e the

taught full days for s ix tee n weeks.

d a t a base p r o vi de d by the 1969
the study p o s si bl e
Study,

(1) the 1969

(Pisoni,

Mic hi gan

1977).

The

Impact Study made

From the 1969

the p e r c e p t i o n s of 496 Central M i ch ig an

stud en t teachers,

in

491 c o o p e r a t i n g teachers,

Impact

Uni ve rs it y

and 113 b ui l d i n g

ad m in is t r a t o r s we re c o m p a r e d wit h the 1973 da ta which c o v er ed
925 Central Mi chi ga n U n i v e r s i t y student teachers,
ating teacher s and 235 b u i l d i n g admi nis tra to rs.
va ri ab le s in the M ic hi ga n
s t r u c ti on al activities,
p r og ra m activites,
re l ate d

930 c o o p e r ­
He used

Impact Study h avi ng to do wi t h i n ­

s tu den t te ac he r c on t r i b u t i o n

to school

s u p e r v i s i n g teach er p a r t i c i p a t i o n in s ch ool -

act iv it ie s and work load of the s u p e rv is in g te achers

28
and the adm in is tr at or s

in d e t e r m i n i n g wh i ch of the two p r o ­

gra m s was a be tte r program.
full day,

His fin d in gs

reveal

that the

full se me st er p ro g r a m d e v e l o p e d at C en tra l

U ni v e r s i t y in 1971 was

a s tro ng i mp r o v e m e n t up on

Mi chi gan

the former

e ig h t - w e e k pro gra m as re ga rd the i mpa ct u p o n the c oo p e r a t i n g
sch ool s in Central

Michigan.

In both programs,

the three groups of r e s p o n d e n t s were c on s i s t e n t
op ini ons

however,
in ex p r e s s i n g

that the p r es en ce of s t ud en t tea che rs was b en e f i c i a l

to the c oo p e r a t i n g s c h o o l s .
Marcus

(1970)

us e d the Mi c h i g a n

terin g on six cat eg ori es :
non-instructional

Impact Study by c e n ­

instructional

activities,

a c ti vit ies for pupils,

as s i s t a n c e to reg ula r staff,

ef fec t upon the c o o p e r a t i n g teachers,

staff morale,

ti tude of tea chers and a d m i n i s t r a t o r s

towar d stud ent

ing.

and a t ­
teach­

He d i s r e g a r d e d the No C h an ge r e s p o n s e and c o m p a r e d the

p os it iv e and neg a ti ve
s pon den ts

r e s p on se s of the three gr ou ps of r e ­

toward s tu d en t

t e a ch in g alo ng the six ca te go ri es

that c ov er ed t hi rty items.
de nt teachers,

He fo u nd the r ea ct ion s of s t u ­

s u p e r v i s i n g t e a ch er s

and ad m i n i s t r a t o r s

to be

all po si t iv e to wa rd st ud en t t e a c h i n g p ro gr am except in one
item— discipline.
Do nald s - Ch a se

(19 72)

c o n d u c t e d a study to d et e r m i n e

the impact of Bo wl in g Green State

U ni v e r s i t y

(BGSU)

student

teache rs on the i n s t r u c t i o n a l p r o g r a m of Whitmer C o m p l e x whi ch
is the field co m p o n e n t of BG SU te ac her le ar n in g center.
study includ ed ten s u p e r v i s i n g teachers,
and 619 Whitmer C o m p l e x s t ud en ts
Us i n g the Mic hi gan

The

37 stud en t teachers

from gr a d e s 8 thro ugh

12#

Impact Stu dy i ns t r u m e n t s as a model, a

29
q u e s t i o n n a i r e was u s e d to study three po ss ib l e impact areas
a f f e c t e d by BGS U s t ud en t teachers.
amoun t of i nd i v i d u a l
r e c e i v e d by pupils;
the pr og ra ms

These areas were:

at ten ti on and i n d i v i d u a l i z e d i nst ru cti on
(2)

addi tio na l

ideas,

aids inc lu ded in

as a r es u lt of the BG S U stud ent teachers;

(3) p er f o r m a n c e of c o o p e r a t i n g teachers.

Fin din gs

that the pupils t h o u g h t the p r e s e rv ic e te achers
amount of i n d i vi du al

and

indicated

in cre as ed the

at ten ti on they re c e i v e d and that both

the pupil s and the c o o p e r a t i n g
de nt

(1)

te achers thoug ht that the s t u ­

tea ch ers p r o v i d e d ad di ti ona l r e so ur ce s for the program.

The pupils'

r es p o n s e s

in di cat ed that they felt the c o o p e r a ­

ting t e ac he r s were mo r e e f f ec ti ve wit h the pre se nc e of the
s tu de nt

teachers.
La wre nce V e e n s t r a

M ic hi ga n

Impact

(1972,

pp.

group:

in the

the pupils.

elementary,

made use of the

Study da ta by c ho o s i n g only the items having

to do with m o t i v a t i o n of pupils.
of re sp o n d e n t s

113-116)

Michigan

In a d di ti on to three groups

Impact Study,

he added a third

Th ese pu pil s were in three levels,

namely,

junior high and senior high sc hool students.

The

f o l l o w i n g we re his findings:
1.

M o t i v a t i o n of pupils was p e r c e i v e d by all four
g rou ps

to impro ve si gn i fi can tl y.

e x a m i n e d for the three levels,

However,

when

pe rc e pt io ns of i m ­

pr o v e d m o t i v a t i o n s were found only at the e l e m e n ­
tary level.
2.

M o t i v a t i o n c o r r e l a t e d s i g n i f i c a n t l y wi t h amount of
small g r o u p instruction,

i nd iv id ual

attention,

30
i n tr o d u c t i o n of n e w and d i f f e r e n t materials, and
d i s c i p l i n e as p e rc ei ve d by the sup erv is in g
teachers.

Discipline,

however,

was p e r c ei ve d by

the p up il s as po orer wh en the student teachers
werp in ch ar ge of the classes.
3.

There was no re l a t i o n be t w e e n chang es

in pupil

m o t i v a t i o n du r i n g stu den t t e ac h in g pro gra ms and
c u r r i c u l u m s u bj ec t area,

type of student t e a c h ­

ing p l a c e m e n t or size of the community,

ba s ed on

the s u p e r v i s i n g te ac he r pe rce pt ion s.
4.

Based on pupil perceptions,

all v ar iab le s exa m in ed

for r e l a t i o n s h i p to m o t i v a t i o n were found to be
c o r r e l a t e d p o s i t i v e l y and s ign if ica ntl y.
5.

Pupils ra te d stud ent

te ach ers hi g h e s t at the e l e ­

me n t a r y level and lowest
6.

at the junior high

level.

A s ig n i f i c a n t r e l a t i o n s h i p was found b et we en s u p e r ­
vising te a che r pe r c e p t i o n s of stude nt teacher p r e ­
p a ra ti on and pupil mo t i v a t i o n change.

7.

The mea n s u p e r v i s i n g tea che r p e r c ep ti on s of degree
of p r e p a r e d n e s s
than a d eq ua te

of stud ent te ach e rs wh ile better

at all levels,

e l e m e n t a r y stude nt

te ach er s

were hig hes t for the
and lowest for the

junior high school students.
All of the st ud ie s d i s c u s s e d in Part

II of this c h a p ­

ter reveal fi nd in gs

that the student

l e ar ni ng processes,

that they make c o n t r i b u t i o n s

to whi ch they are a s s ig ne d to teach,

te ach er s enhan ce

te ach in g-

to the schools

and that the rel e as ed

31

time they provi de for co op e r a t i n g t e ac he rs

in thei r ta ki ng

over some of their tea c hi ng r e s p o n s i b i l i t i e s en ab le
s up e r v i s i n g te ach er s
vities.

to at tend to ot he r s c h o o l - r e l a t e d a c t i ­

The teach er ed u c a t i o n i ns t i t u t i o n s c o n t i n u e to need

the schools for the stud ent te ach er s
settings.

On the oth er hand,

to teach

agement.

E. Brooks

jects s ho wi ng that

Smith

in r e a l i s t i c

the s ch ool s ne e d to k e e p abreast

with in n ov ati ons r e la t iv e to c la s s r o o m
(1967)

i n s t r u c t i o n and m a n ­

speaks of c o o p e r a t i v e p r o ­

"improvement of st ud en t t ea c h i n g i n s t r u c ­

tion is the h a n d m a i d e n to imp ro vi ng c l a s s r o o m
This

the

is so b e ca us e tea chers

instr uct io n.

and schoo l p r i n c i p a l s seem able

to talk more fr eel y about what to do for a st ud en t
than about what to do for themselves.
p r og ra ms

for the novice,

While

te ac her

ta lk in g about

they i ne v i t a b l y be gi n to talk about

what they can do in their c l a s sr oo m s

to d e m o n s t r a t e a go od

p r o g r a m ."
The st ud en t tea ch ers
year s of ex pos ur e
e d u c a t i o n courses.

are pr odu ct s of three or more

to general,

professional

They have s o m e t h i n g to off er

Given both the o p p o r t u n i t y

the schools.

to teach and the s ch oo l at m o s p h e r e

c on d u c i v e to d r a w i n g out what they ha ve
no d o u b t be able to g i v e some be n e f i t s
schools.

and s p e c i a l i z e d

to offer,

they will

to the c o o p e r a t i n g

C H A P T E R III
D E S I G N OF THE STU DY

The p u rp os e of the s tu d y was to d e t e r m i n e

the impact

of stude nt t e a c h i n g p r og ra ms

upon the c o o p e r a t i n g schools

Region VII,

Philippines,

C en tra l

Visayas,

in

as pe r c e i v e d by the

student te ach er s e n r o l l e d d u r i n g the first sem es t er of 1979
and their c o r r e s p o n d i n g s u p e r v i s i n g te ach er s

and bu i l d i n g ad ­

ministrators .
The study s u r v e y e d th ree gr ou ps of re s p o n d e n t s using
a q u e s t i o n n a i r e w h i c h s ou g ht
ent items d e a l i n g w i t h
school.

their p e r c e p t i o n s of 72 d i f f e r ­

the e ff ec t of stu den t te ach ers on the

Five C a t e g o r i e s of items were i d e n t i f i e d to c o r r e s ­

pond with the fir st five of ei gh t r es ea rc h q ue s t i o n s

and the

thirty items m a k i n g up these c a t e go ri es b ec am e the de pe nd en t
v a ria bl es in this study.

The re m a i n i n g three r e se ar ch q u e s ­

tions were a n s w e r e d us i n g

va ri ou s s t a t is ti ca l p r o c ed u re s to

anal yz e the c a t e g o r i e s

and the d e m o g r a p h i c data.

The f o l l o w i n g se c t i o n s of this ch ap te r pr ov id e the
eight r es e a r c h que stions,
population,

the variables,

d e s c r i p t i o n s of the

the c h a r a c t e r i s t i c s of the three gr oup s of r e s p o n ­

den ts studied,

the

i n s t r u m e n t a t i o n for d a t a gathering,

cedu re s us e d in the study,
a n a ly zi ng the d a t a

the p r o ­

and the s t a t i s t i c a l t o o l s us ed in

in or de r to arrive at the answ ers to the

re se arc h qu estions.
32

33

The Re s e a r c h Q ue st ion s

The fol l ow in g eigh t r es ea rc h q u e s t i o n s served

to guide

the d e v e l o p m e n t of the study.

Re s e a r c h Q u e st io n 1;
On the ba sis of the pe r c e p t i o n s of the three g rou ps
of respondents,
in Re g i o n VII,

to what ex ten t do s tu den t t e ac hi ng pro gra ms
C en tra l Visayas,

Philippines,

enhan ce teachi ng -

lea rn ing pr ocesses?

R e se ar ch Qu es ti on 2:
On the ba sis of the pe r c e p t i o n s of the three gr o u p s of
respondents,
R eg ion VII,

to what e xte nt do st ud en t te a c h i n g pr og r am s in
Cen tra l Visayas,

Philippines,

co n tr ib ut e to the

school p ro gra m of ac tiv it ie s?

Re s e a r c h Q u es ti on 3:
On the basi s of the pe rc e p t i o n s of the three gr oup s of
respondents,
R e g i o n VII,

to wh a t ex te nt do s tu den t t e a ch in g pro gr ams
Central

Visayas,

Philippines,

in

enable the s u p e r ­

vising tea ch ers to p a r t i c i p a t e in s c h o o l - r e l a t e d act iv iti es?

R e s e a r c h Q u es ti on 4:
On the basis of the p e r c e pt io n s of the stud ent t e a c h ­
ers and the s u p e r vi si ng te ach e rs
Philippines,
tea ch ers

in R e g i o n VII,

Ce nt ra l Visayas,

to wh at ex ten t does the pr e s e n c e of the student

change the work load of the su p e r v i s i n g teachers?

Re s e a r c h Q u e s t i o n 5:
On the bas is of the pe rc ep ti on s of the ad mi ni st r a t o r s
from Re gi on VII,
does

Ce n t r a l Visayas,

Philippines,

to what ex te nt

the pre se n ce of st ud ent teachers chang e the work load

of the a d m i n i s t r a t o r s ?

Re s e a r c h Q u e s t i o n 6:
Ho w do

the r es po nse s to R e se ar ch Qu est io ns 1-5 c o m ­

pare with the fi nd in gs

in the Mi chi ga n and Indiana Impact

Stu dies?

R e se ar ch Q u e s t i o n

7:

Are there s i g n i f i c a n t d i f f e re nc es
Research Questions

in the re sp ons es

to

1-3 among the three gr oups of r e s p o nd en ts

R e s e a r c h Q u e s t i o n 8:
Do such d e m o g r a p h i c ch ar a c t e r i s t i c s
status

as sex,

marital

and size of the com mu ni ty whe re the school is locat ed

a ff ect the p e r c e p t i o n s of the three gr oups of re s po nd en ts on
t e a c h i n g - l e a r n i n g processes,

s t ud e nt tea che r co n t r i b u t i o n

school p r og ra m a c t iv it ie s ,and su p e r v i s i n g teacher

to

contribu­

tion to s c h o o l - r e l a t e d activit ie s?

The Variab les

Th e main i n d e p e n d e n t va ri ab le co n si de re d in this study
is a gr o u p of res po ndents.
th r ee levels,
tea ch er s

namely;

This

i nd epe nde nt va riable has

the s tu den t teachers,

and the b u i l d i n g administrators.

the su p e r v i s i n g
The five main

c a t e g o r i e s of d e p e n d e n t variab le s that serve to m e as ur e the

35
r e s p o n d e n t s ' p e r c e pt io n s of the e ff ec t of the p re s e n c e of
the student te achers on the c o o p e r a t i n g sc hool we re the f o l ­
lowing:
Cat eg or y 1:

T e a c h i n g - L e a r n i n g Pro ce s se s

C a t e g o r y 2:

St u d e n t T e a c h e r C o n t r i b u t i o n to

the School

P ro gr am of Ac t iv it ie s
C a t e g o r y 3:

S u p e r v i s i n g Te a c h e r C o n t r i b u t i o n to SchoolRelated Activities

C a te go ry 4:

Work Load of the S u p e r v i s i n g T ea che r

C a te go ry 5:

Work

Load of the A d m i n i s t r a t o r

The variables u nd er each c a t e g o r y are i nd i c a t e d in Tabl e

3.1.

Po p u l a t i o n

The p o p u l a t i o n of the study c o n s i s t e d of the stude nt
teachers,

s u p e r v i s i n g t e a ch e rs

and a d m i n i s t r a t o r s

teen te ac he r tr a i n i n g i n s t i t u t i o n s
schools

in Re gion VII.

Of these,

in the n i n e ­

and fi f t y - f i v e co o p e r a t i n g
s e v e n t e e n i n s t i tu ti on s

fi ft y- on e c o o p e r a t i n g schoo ls w e r e reached.

and

Copies of the

in s tr um en t were sent to the two i n s t i t u t i o n s and four c o o p e r ­
ating schools

that we re no t r e a c h e d pe rsonally.

Tw e n t y - o n e

answer sheets we re m a i l e d from the P h i l ip pi ne s to the Un it ed
States.
obvious

Of this number,

th r ee we re d i s c a r d e d b e c a u s e it was

that the r e s p o n d e n t s di d not f o l l o w instructions.

Some of the ad di ti on al

answer sh eets we r e not lab ele d as to

whi ch sc hool they came from;
identified".

(Table 3.2).

he n ce we r e c l a s s i f i e d as

"un­

TABL E 3.1

DATA FOR EACH OF TH E FIVE CAT EGO RIE S WITH THEIR C O R R E S PO ND IN G I NS TR UM ENT NUMBERS
FOR THE THREE GROUPS OF RESPONDE NT S

Cate­
gory

Instrument
Item Number
ST.SU
A

Te achingLearning
Processes

18
19
20

25
26
28

22
23

30
31

24

14

25
26

15
16

27

20

28

21

Student
Teacher
Contribu­
tion to
School
Program
Activities

Supervising
32
Teacher C o n ­
tribution
33
to Other
34
Activities
35
37
38

46
47
48
49
50
51

Variable

Total Number of Valid Cases
ST
SU
A

Provi sio n for m a ke -u p work
Follow u p of exams
Supervi sio n of playgrounds,
assemblies
Di scipline
Moti vat io n of pupils
S upervise youth group s in m e e t ­
ings programs, trips, etc.
C omm uni ca te with parents
Perform recess, canteen, gymnasium,
pl a yg ro un d or assembly hall duty
Bring, develop, provide or s u g ­
gest n ew instruc tio na l materials
Suggest or provide any other kinds
of aid or ideas
Vis itation in other cla ss roo ms or
schools
Commit te e work in the school with
pup il s/s tu de nt s
Profe ss ion al reading or writing
Work with staff or school or dept.
Assisting the principal or other
teachers
Social or recr eat io nal activities

369
373

190
190

36
36

337
376
376

177
190
190

36
36
36

378
378

187
186

33
33

378

187

32

344

190

36

362

190

36

369

189

36

376
372
368

188
189
190

36
36
36

378
378

190
190

36
36

TABLE 3.1

(Cont)

Cate­
gory

Change in
Superv isi ng
T e a c h e r 's
Work Load

Change in
the Work
Load of the
Ad m i n i s t r a ­
tor

Instrument
Item Number
ST.SU
A

Variable
T eaching
Lesson Planning
Paper grad ing
Help to individual students

50
51
52
53

56
57
58
59
60
61
62

63
64

65

Total Number of Valid Cases
SU
SU
A
378
378
378
378

Additional report regard ing s t u ­
dent teachin g or student teachers
Co un se lin g student teachers
Selection of sup er vi si ng teachers
Or ie n ta ti on of student teachers
Finding instruc tio nal materials
Cou ns e li ng su per vis in g teachers
C om mu ni ca ti on with parents about
activities regard ing student
te a ch in g/ st u de nt teacher
Student teachers' as si stance in
co un se li ng students
Time of su pe rvi sin g teachers being
made available by the student t e a c h ­
ers' tea chi ng of class
Time of other teachers being made
available by student teachers' h a n d ­
ling some of their as signed r e ­
spon sib ili ti es

190
190
190
190

32
34
32
33
29
34

27
25

32

34

38

TABLE 3.2

NUMBER OF R E S P ON DE N TS FROM EACH OF THE TH RE E GROUPS
FROM THE FO U R T E E N T EA C H E R T R A I N I N G IN STI TU TI ON S*

Ins ti tut io n

ST

SU

A

A

30

9

3

42

B

1

5

0

6

C

39

9

2

50

D

37

10

1

48

E

64

51

2

117

F

9

3

1

13

G

69

29

3

101

H

6

6

2

14

I

13

6

1

20

J

5

3

1

9

K

13

8

2

23

L

40

21

3

64

M

21

17

3

41

N
Un i d e n t i f i e d

28
3

4
9

1
11

33
23

378

190

36

604

T OT AL

*Three i n s t i tu ti on s did not have s tu den t tea c he rs
two we r e not r e a c h e d pe r s o n a l l y

Total

at the time;

39

D e m o g ra ph ic Ch ar a c t e r i s t i c s

of the R e s p o n d e n t s

The St ud en t T ea ch er s
A total of 3 78 st ud en t te ach ers re s p o n d e d to the q u e s ­
tio n na ir e

(Table 3.3).

Of this group,

287 we re s in gl e and

88 were ma r r i e d wit h three unidenti fi ed.
we r e fe mal e and 67 wer e male,

and two were u ni de nti fi ed.

the 370 who r e po rt ed their aca demic study,
a B .A . or B.S.

old.

Of

f i f t y - n i n e had

d e g r e e whil e 216 had a senior st a n d i n g and

95 were c o ll eg e juniors.
gr a de range.

Th r ee h un dr ed nine

Th ei r

Almost half were in the 2.0 to 2.5

ages r a n g e d from ni ne t ee n to over 36 years

The y were s pr e a d in their s tu den t t e a c h i n g a s s ig nm en t

from the s ma ll es t unit,
the Region.

to the l a rg es t city w i t h i n

One hu n d r e d s e v e n ty - si x were a s s i gn ed full

stud en t t e ac hi ng
time);

the barrio,

(59 were takin g oth er courses

72 we re as s i g n e d for on e- h al f time;

wer e a s si gn e d for five hours a week,
thrice;

at the same

and f i f t y - e i g h t

ei th er daily,

45 were a ss i g n e d for three hours a week;

oth er or u nk n o w n schedules.

time

twice or

and 27 were on

The st ud ent te a c h i n g a s s ig nm en t

v ar ied from three weeks to more than ten weeks.

Two h u nd re d

sixty of the st ud ent teachers were p lac ed wi th a single
s u p e r v i s i n g teach er whi le e i g h ty -s i x had two or thr ee s u p e r ­
vising teachers.

S p ec if ic pr og ra m

as sig n me nt s

and m i ss in g

values a c c ou n te d for thi rt y- tw o respondents.
To analy ze the stud ent teac he r g r o u p data,

a c om pu te r

file was c re at ed c on s i s t i n g of s e v e nt y- tw o v a r i ab le s
sent in g the s e v e n t y - t w o items

in the que st io nn ai r e.

repre­
The

40
TA B LE

3,3

S T U D E N T T E A C H E R PR OF ILE

F r e q u e n c y ____________ %
Mar ita l Status
Single
M ar ri ed
M i ss in g values
Total

287
88
3
378

75.9
23.3
.8
100.0

67
309
2
378

17.7
81.7
.6
100.0

95
216
59
8
378

25.1
57.1
15.6
2.2
100.0

88
184
59
27
14
6
378

23.3
48.7
15.6
7.1
3.7
1.6
100.0

65
61
53
25
34
45
56
32
3
4
378

17.2
16.1
14.0
6.6
9.0
11.9
14.8
8.5
.8
1.1
100.0

Sex
Male
Fe male
M is si ng values
Total
A c ad em ic S t a n d i n g
Ju nio r
Senior
With BA or BS de g r e e
M is si ng values
Total
A l l - C o l l e g e Gr ad e Po int A ve ra ge
Be l ow 2.0
2.0-2.5
2.5-3.0
3.0-3.5
3.5-4.0
M i s s i n g values
Total
Age At T h e Sta rt of St u d e n t T e a c h i n g
19
20
21
22
23
24-25
26-30
31-36
Over 36
M i s s i n g Va lu es
Tota l

41
TA B LE

3.3

(Cont)

F re q e n c y _____________ %
Size of the C o m m u n i t y
Large (Population more than
100,000)
M ed ium Size d Ci ty
Small City
To w n
Barrio
Total

81
123
82
59
43
378

21.4
32.5
21.7
13.0
11.4
100.0

Full time
117
Full time bu t wit h other courses
59
Half days
72
One hour five times a we ek
42
Two and one -h a lf hours twice w ee kl y
8
Two hours twice w e e k l y and 1 hour
o n c e 'a wee k
8
One hour t hri ce a week
33
One and dme half hour s twice we ek l y 12
Oth er
24
Mi s si ng values
3
Tot al
378

31.1
15.6
19.0
11.1
2.1

Time S ch e d u l e d in S tu de nt Te a c h i n g

Length

2.1
8.7
3.2
6.3
.8
100.0

of S t ud en t T e a c h i n g A ss ign men t

3 weeks or less
4 week s
5 week s
6 weeks
7 wee ks
8 weeks
9 week s
10 weeks
Mor e than ten we e k s
M i ss in g value s
Tota l
Pl ac eme nt
With a si ngle s up e r v i s i n g teac her
In a t e a m - t e a c h i n g sit u at io n
With 2 or 3 d i f f e r e n t te achers
In a special p r o g r a m
Mi s sin g values
Tot al

40
47
18
31
19
72
17
37
92
5
378

10.6
12.4
4.8
8.2
5.0
19.0
4.5
9.8
24.3
1.3
100.0

260
48
38
22
10
378

68.8
12.7
10.1
5.8
2.7
100.0

re sp on se s

to these

42
items were set in a Likert scale wi t h the

cho ic e ra n g i n g from 1-2 to 1-9.

P r o g r a mm in g for the c r ea ti o n

of the st ud ent t ea che r file p r ov id ed for each variable,
mean,

the s t a n d a r d deviation,

the ab so l ut e frequency,

the

the r e l ­

ative fr e q u e n c y and the a d ju st ed fr eq ue nc y of each of the
c ho ice s und er each item.

Also i nc l ud ed were the number of

valid ca ses and the n um be r of m i s s i n g c a s e s .
The S u p e r v i s i n g Tea c he rs
A total of 190 s u p e r v i s i n g tea chers r e s p on de d to the
questionnaire
married.

(Table 3.4).

Forty were single and 150 were

Ther e we r e 147 female and 43 male res pond ents.

The

range of t e ac hi ng e x p e r i e n c e was from less than three years
to more than t w e n t y - s e v e n years with 104 ha vin g had from 4-15
year s of t e a c h i n g e xpe ri enc e.

The nu mbe r of student te achers

they had w o r k e d w i t h in the last five years varied from 1 to
mo re than 24.
a s tu de nt

More than 75% i n d ic at e d as the reason for h a v i n g

teac her the fact that they were re qu es te d by their

administrators

to take

the stud ent teachers.

Thirty of them

in d i c a t e d that they took in student tea ch ers be c a u s e they
felt a per so na l o b l i g a t i o n to h e l p fu ture teachers,

wh il e

sev en v o l u n t e e r e d to have student te ach ers be ca us e they felt
the st ud en t t e a ch er s w o u l d be h el p f u l to them in p e r f o r m i n g
their sc hoo l d u t i e s .
The s ub jec t
teachers

s p e c i a li ti es r e p r e s e n t e d by the s u p e r v i s i n g

inc l ud ed P r a c ti ca l Arts,

Mathematics,
Education.

English,

Science,

C om m u n i c a t Arts,

Social Studies,

Filipino,

Health,

Physical

43
TABLE 3.4

S U P E R V I S I N G TEACHERS'

PRO FIL E

_________________________________________F r e qu en cy ___________ %_
Marital S t a t u s :
Single
Marr ie d
Total

40
150
190

21.1
78.9
100.0

Sex:
Male
Female
Total

43
147
190

22.6
77.4
100.0

No. of Years of T e ac h in g
3 or less
4-7
8-12
13-15
16-18
19-21
22-24
25-27
More than 27
Mi s sin g Values
Total

20
22
40
42
24
4
10
6
19
3
190

10.5

No. of Student T e ac he rs
1-3
4-6
7-9
10-12
13-15
16-18
19-20
21-24
More than 24
Missi ng Values
Total

in the Last 5 Years
61
24
12.1
19
11
7
6
6
32
1
190

11.6
21.1
22.1
12.6
2.1
5.3
3.2

10 .0
1.6
100.0

32.1

12.6
12.1
10.1
5.8
3.7
3.2
3.2
16.8
.5

100.0

44
TABLE 3.4

(Cont)

__________________________________________ Fr eq ue nc y _________

%

Re a so n for Having a Student T ea che r
I v o l u n t e e r e d since I feel a p e r ­
sonal o bl i g a t i o n to h e l p f utu re
teac he rs
I v o l u nt ee re d b e c a u s e I felt
p r es su re from an a dm i n i s t r a t o r
to do so
I vo l u n t e e r e d b e c a u s e I t ho ug ht
a stud ent te ac her wo u l d
be
he l pfu l to me in p e r f or mi ng
my sc hool du ti es
I di d not v o l un te er but was r e ­
q u e s t e d by an a dm i n i s t r a t o r to
take the stude nt te ac her
I was fo rc ed to work with the
s tu den t teach er ag ai nst my
wi ll
Mi s s i n g Values
Total

30

15.8

0

0

7

3.7

145

76.3

0
•5
190

0
2.6
100.0

45
A da t a file for the su pe r vi si ng teac her g r o u p was c r e a ­
ted.

The q u e s t i o n n a i r e for the su per v is in g teacher g r o u p had

se v e n t y - t w o

items.

Four items had to do with d e m o gr ap hi c c h a r ­

a c t e r i s t i c s of the respondents,

with the r e m ai ni ng si xty -e igh t

items ne arl y p a r a l l e l to the items in the q u e s t i o n n a i r e for
the s tu den t teac her group.
first had to do wi th
the stu den t teac her

There were two diffe re nce s.

the nu mber of al te rna tiv e choices.
in st ru men t

the ch oi ce s in s p e c i f i c item,
ment di d not i nc lu de

inc lu ded D o n 't Know

The
Where

as one of

the su p er vi si ng teacher i n s t r u ­

it and vice-versa.

This force d the ch oice

only on the r e s p o n d e n t who sh ould have the information.
se c o n d d i f f e r e n c e is in point of view.
32-38

For example,

in the s t ud en t teac her q u e s t i o n n a i r e

The

items

asked the f ol lo win g

qu es tio n:
To what ex t e n t did your s u p e rv is in g teacher engage
in any of the f o l lo wi n g ad ditional

act ivi ti es d u r ­

ing the time you were tea c hi ng his as sig ne d classes?
The same item in the s u p e r v i s i n g te ach in g g r o u p qu es t i o n n a i r e
was w o r d e d t h u s :
To what e xt en t di d you engage in any of the f o l ­
lowing a d d i t i o n a l
your student

a ct ivi ti es du ri ng the time

teac her was teaching?

P r o g r a m m i n g for the c re at io n of the su pe rv is in g teacher gr ou p
was

such that the same sta tis t ic al data as in the student

t e ac he r file we re gen er at ed .
the s u p e r v i s i n g t ea ch er group.

Tab le 3.4 giv es the profi le of

46
The Ad mi ni st ra to r s
Of the total of 36 admi nis tr ato rs ,
m a rr ie d and 26 r e p or t ed be in g f ema le
group,
cipals;

4 were head teachers;

32 r e p o r t e d bei ng

(Table 3.5).

Of the

14 we r e e l e m e n t a r y school p r i n ­

10 were high school pr i n c i p a l s and six had other

designa ti ons .

Two di d not r e sp o nd to this

had e xp er ien ce s

as

than three years;
six to nine years;
perience.

a d m i n i s tr at o rs

item.

E l e v e n had

in the same b u i l d i n g for less

12 had three to five years ex pe rie nc e;

and 2 had ten to more than tw el ve years e x ­

Only 1 had been in the b u i l d i n g more than 12 years

w hi le 2 did not re s p o n d to the qu estion.
tion of the b u i l d i n g s

The sc ho ol p o p u l a ­

they he a de d r a ng ed from less than 200 pupils

to more than 1600 wi t h ten in the mod al g r o u p of b et we en
pupils.

9 had

The nu m be r of teachers

200-400

in the scho ols r an ge d from

less than five to mo r e than forty.

Eig ht ad m i n i s t r a t o r s

re­

po r te d that their b u i l di ng s had had st u d e n t te ach er s for three
years or less;
and nine years;

2 b e t w e e n four and six years;

2 from si xt een to e i g h t e e n years;

t w e n ty -t wo to t w e n t y - f o u r years;
years.

5 b e t w e e n seven
2 from

and 6 mor e than tw e nt y- fi ve

On e d i d not respond.
T he q u e s t i o n n a i r e for the a d m i n i s t r a t o r

ta ine d s e v e n ty -o ne

items.

Only t w e n t y- si x of these items

we r e par al lel to items in the q u e s t i o n n a i r e s
two groups.

group con­

for the other

S ix te en of these tw e n t y - s i x were an a l y z e d

the p re se nt study.

in

The n u mb er in g and the order in the n u m ­

b e r i n g of these s ix t e e n items d i f f e r from the n u m b e r i n g of
the pa ral le l items in the other two q ue s t i o n n a i r e s .

The

TAB LE 3.

47
5 P RO F IL E OF TH E AD MIN IS TR AT OR S

F r eq ue nc y

%

Mari ta l S t a t u s :
M a rr ie d
Single
Mi s sin g values
Total

32
2
2
36

Sex:
Male
Female
M i ss in g Va l ue
Total

9
26
1
36

Pr e sen t A d m i n i s t r a t i v e A s s i gn m en t
A hea d t ea ch e r
An e l e m e n t a r y schoo l te a che r
A high school p r in c ip al
Oth er
M i ss in g va lu es
Total

4
14
10
6
2
36

No. of Years in the B u i l d i n g
2 or less
3-5
6-9
10-12
More than 12
M i ss in g value s
Total

11
12
9
1
1
2
36

No. of Pu pils A s s i g n e d to the B u i l di ng
1
Less than 200
10
201-400
401-600
4
601-800
4
80 1-1000
4
1001-1200
3
1201-1400
2
1401- 16 00
4
4
More than 1600
36
Total

88.9
5.6
5.6

100.0
25.0
72.2

2.8
100.0
11.1
38.9
27.8
16.7
5.6

100.0
30 ,6
33 .3
25 ,0
2 8
2 ,8
5.6

100.0
2.8
27.8
11 1
11 1

11 1
8 3
5 6
11 1
11 1
100.0

48
TABLE 3.5

(Cont)

F r e q u e n c y ___________%
No.

of Teachers

A s s i g n e d to the B u il di ng

5 or less
6-10
11-15
16-20
21-25
26-30
31-35
36-40
More than 40
Mi s sin g values

3
5
3
5
1
2
1
7
7
_3

8.3
13.9
8.3
13.9
2.8
5.6
2.8
19 .4
19.4
8.3

Total

36

100.0

No. of Year s
Bui l di ng

S t ud en t Te ac he rs

3 or less
4-6
7-9
10-12
13-15
16-18
19-21
22-24
More than 25
Miss in g values
Total

Have Been As sig ne d

to the

8
2
5
5
0
2
0
2
6
1

22.2
19 .4
13.9
13.9
0
5.6
0
5.6
16.7
2.8

36

100.0

49
parallel
t e ac he r

items in the s tu den t teach er and the s u p e r v i s i n g
in st ru me nt s had the same numbers wh ile those in the

administrator
example,

i n s t ru me nt we r e n u m b e r e d diff ere nt ly.

w he rea s in the st ud ent te ac he r and the s u p e r v i s i n g

t e ac he r i n s t ru me nt s ^ t e m
u p work,

For

18 r e p r e s e n t e d pr o v i s i o n for m a k e ­

the a d m i n i s t r a t o r

i n s tr um en t ass ig ne d n um be r 25 to

the item r e p r e s e n t i n g p ro v i s i o n for m a k e - u p work.

Whi le the

nu m be r in C a t e g o r y 1, T e a c h i n g - L e a r n i n g Processes,

for the

st u d e n t teacher and the su p e r v i s i n g te ac her in str um ent s
18 to 23,

is

f o l l o w e d by 24 to 28 for C a t e g o r y 2, St ud en t C o n ­

t r i b u t i o n to School Pro gr am Activities,
in s t r u m e n t n u mb er s C a t e g o r y
fro m 14 to 21.

Table

the a dm in is tr a to r

l,from 25 to 31 and C a te g or y

3.1 pr ov i de s

a c o mp le t e analys is

2,
of

the r e l a t i o n s h i p amon g the items for the three gr ou ps on
eac h ca t e g o r y wi th the five cat eg or ie s
fi v e re s e a r c h ques tio ns .
of r e s p on de nt s

r ep r e s e n t i n g the first

A file was c r ea te d for this g r o u p

in the same manne r as the file of the other

two groups.

Instrumentation

T he i ns t r u m e n t s for g a t h e r i n g the pe r ce pt io ns of the
thre e gr oup s of r e s p o n d e n t s wer e p at t e r n e d after those u s e d
in the s t a t ew id e M i c h i g a n Impac t Study,
which

is gi v e n in C h a p t e r

in s tr um en ts

a d e s c r i p t i o n of

II of this report.

are i nc l u d e d in the Appendix.

modifications

and a f ew del etions.

Co pie s of the

The re were s lig ht

Wh er ea s the Mic h ig an

Im p ac t Study i n s t r um en ts for the s tu den t teacher

and the

50
s u p e r v i s i n g teach er gr ou ps have e ig h ty items and the a d m i n i s ­
trator group,

sev en ty-eight,

the curre nt study used sev ent y-

two items for both the s tu den t teac her and the su pe rv is in g
teacher gr ou ps

and s ev e n t y - o n e for the a dm in is tr at or group.

No change was made in format or in the nu mb er of alt ern at i ve
choices in the items f al li ng un d er
in this study,

namely;

the T e a c h i n g - L e a r n i n g Processes,

Student C o n t r i b u t i o n to School
A dd iti ona l
Enga ge d In,
Work

the five c at eg or ies used

Sc ho o l - R e l a t e d

Progr am of Activities,

A c t iv it ie s

the

the

the S up er vis in g Teachers

the Work Load of the Su p er vi si ng Teacher,

and the

Load of the Ad min is tr at or s.
Qu e s ti on s an d/or r es p o n s e c ho ic es which did not apply

to Ph il ipp in e si t u a t i o n were del et ed.
7 of the Mic hi g an

Impact St udy was d e l e t e d b ec au s e

for the nu mb er of times the s tu den t
Region VII,

For example,

Cent ral

Visayas,

it asked

teacher had taught.

Philippines,

e n ro ll ed d u r i n g the first semester,

Qu es t io n

the student teacher

g e n e r a l l y was un d e r s t o o d

to be d o i n g his st u den t te a c h i n g for the first time.
there are no teac her

aides in the Philippines.

for s t ud en t teacher q ue st io nn air e,
two a l t e r na t iv es
whi ch had five,

In

Also,

Que st i on No.

1

was r ev is ed to al lo w only

as c o m p a r e d to the Mic hi g an

Impact Study

since there are no cases in Region VII where

a student teacher is at the same time a su pe r vi si ng teacher
and adminis tr ato r.

It is d i f f i c u l t

to ide ntify large or small

sub ur ba n co m m u n i t i e s

in R eg io n VII;

"Town" with

for Q ue s t i o n No.

"barrio"

questionnaires.

hence,

the s u b s t i t u t i o n of

3 in all three sets of

51

Two steps were taken to v a li da te the da t a ga t h e r i n g
i nst rum en ts as modified.

The fi rs t was by d e f e n d i n g the

changes b e f o r e the ac ade mic c o m m i t t e e of four advisers.
The s ec on d was in the form of a pil ot st u dy c o n d u c t e d at
Si lli man University.

The f e e d b a c k from the pilo t study o f ­

fered no s u g ge st io n other than on the e f f i c i e n c y of the i n ­
struments.
ments

This led to a ca re fu l o r g a n i z i n g of the i n s t r u ­

such that q u e s ti on s c o v e r i n g one c a t e g o r y with several

items under each,

had both the q u e s t i o n and their c o r r e s p o n d ­

ing choic es on the same page.
the no m e n c l a t u r e of su bj ec ts

Ex c e p t for sl ig h t changes
taught,

in

ther e we r e no other

changes in the instruments.
Tab le 3.1

(already r e f e r r e d to)

i d e n ti f ie s

the five

categ or ies s tu di ed to an al yz e the first five re se a rc h q u e s ­
tions,

and the c o r r e s p o n d i n g

each category.

Thes e sp eci fi c items

cific varia ble s of the study.
mar ita l status,

items that a pp ea r to measure
in turn b e c a m e the s p e ­

A dd i t i o n a l

variables,

sex,

and size of the c o m m u n i t y wh e r e the school

was located we re add ed

to a ns we r the ot h er

three res ear ch

q ue sti on s *

Pro ced ure s for D a t a G a t h e r i n g
The f o l l ow in g c a le nd ar o ut li ne d e s c r i b e s the steps
taken in g a t h e r i n g the data.
July 21,

1979:

D e p a r t e d from L a n s i n g to the P h i l i p ­
pi nes .

52
Jul y 25 , 1979:

R e ce iv ed lette r of i nt ro d uc ti on and
e n d o r s e m e n t from Dr.

Q ui nt in S. Doromal,

Pr e s i d e n t of S i l l i m a n University,

to

the D i r e c t o r of the O ff i ce of the M i n ­
istry of E d u c a t i o n and Culture,
VII,
J ul y 2 7 , 19 79:

Region

Dr. A u r el io Tiro.

Met wi th Di r e c t o r Tiro to acquaint
him wi th the n atu re of the study.

August 1,

1979:

A r ra ng ed for the pil ot study at S i l l i ­
man Un iversity.

A ug ust

3,

1979:

Aug us t 4-6,

C o n d u c t e d the pi l ot study.

1 9 7 9 : R e f i n e d the in s t r u m e n t on the basis
of the pilo t st ud y conducted.

A ug ust 9,

1979:

Fifty copie s of a letter a dd res se d to
the heads of the teacher tra ining i n ­
s ti tut ion s

and c oo p e r a t i n g schools in.

R eg io n VII from D i re ct or Tiro were
o bt a i n e d t o ge th er with the list of
spe ci fi c names of the teacher tra ining
institutions.
August 9-11,

1979:

Sp ec if ic da te s for the a d mi ni st er in g

of the q u e s t i o n n a i r e from the teacher
tr ain in g i n s t i tu ti on s
Cebu Province,

in Cebu City,

Bohol Province,

Tagbilaran

Ci ty w e r e a gr ee d upon.
Au gu st 14,

1979:

Sp eci fi c dat es for a d m i n i st er in g the
questionnaires

in the teacher tra ini ng

53
i ns ti tu ti on s in the pr o v i n c e of Negros
Ori ent al and D u m a g u e t e C i t y wer e s e ­
cured.
August 1 5 - S e p t e m b e r 11,

1979:

Data g a t h e r i n g was a c ­

complished.

The p er so n from each tr a i n i n g i ns t i t u t i o n who took
care of the c o o r d i n a t i o n for the da t a g a t h e r i n g ma de a r r a n g e ­
ments for all s t ud en t tea ch ers

to answer

the q u e s t i o n n a i r e s

at the same time and all c o o p e r a t i n g te ach er s at anot her time
in one day or in one half day.
b u il di ng a dm i n i s t r a t o r

Si nce there was only one

for each school,

the q u e s t i o n n a i r e for

the a d m i n i st ra to r was left with the Of f i c e if the a d m i n i s t r a ­
tor was not av a i l a b l e at the time.
fol l ow in g day,

Most were p ick ed u p the

b ut a few were mailed.

Th e q u e s t i o n n a i r e did

not p ro vid e for l a be li ng the r es p o n d e n t so time was tak en to
label each answer shee t after each gr ou p of r e s p on de nt s ha nd ed
in all the q u e s t i o n n a i r e s wi th 1_ r e p r e s e n t i n g st ud en t teacher;
2_ r ep r e s e n t i n g s u p e r v i s i n g teacher;
istrator.
cards.

and 3^ r e p r e s e n t i n g a d m i n ­

This co di ng was later on t r a n s f e r r e d to the IBM

Each teac her t r ai ni n g i n s t i t u t i o n was la be led with a

letter.
The M i c h g i a n

Impact Stud y r ep o r t e d its f i nd in gs

percent ag es pl ac ed b e s i d e each al t e r n a t i v e choice.
cu r ren t study,

For the

the scale for some of the d e p e n d e n t variab le s .

had to be re co de d to a rr ive at mean scores
able.

in

For example.

wh ic h we re c o m p a r ­

C a t e g o r y 1, T e a c h i n g - L e a r n i n g Process ,

V18 7asked for a judgment

on the ex te nt to w h i c h

the p r o v i s i o n

54
for m a k e - u p wo rk c ha n g e d b ec aus e of the p r e se nc e of s tu de nt
teachers.

The f ol l o w i n g were the a l t e r n at iv e ch oi ce s

in i n ­

str um en t :
1.

Much gr ea te r

2.

So me wh at gr ea te r

3.

No c han ge

4.

S o m e w h a t less

5.

Much less

Co m p u t i n g the mean of the r e s po ns es n e c e s s i t a t e d a s s i g n i n g
values

in order from lowest to h i gh es t such that the gr e a t e r

the m ag n i t u d e of the perception,
ber

the gr ea ter

the value.

5 in this e xa mp le has the least value and nu mb er

great es t;

hence,

Num­

1 the

the r es po nse s were r ec ode d as follows:

1.

Much less

2.

S o me wh at less

3.

No ch ang e

4.

S o m ew ha t g r ea te r

5.

Much g r ea te r

To as sure that the re s ea rc he r' s re cod ing s were r e a s o n a b l e and
logical,

a jury of three do c t o r a l de gr ee h ol de rs

in te ac h er

e d u c a t i o n and in r es e ar ch and st a ti st i cs were r e q u e s t e d to
r e v i e w the recoding.

F o l lo w in g this procedure,

a total of

t h i r t y items were recoded.

Sta ti st ic al

Pr oc ed ur es

The M i ch ig an State U n i v e r s i t y c o m p u t e r i z e d d a t a sheet s
w e r e used as answer sheets.

Each r e s po nd en t had one sh ee t and

55

each sheet cou ld ac co m m o d a t e

1-230 numbers.

Only the first

71 numb ers were used by the a d mi n i s t r a t o r r es p o n d e n t s
the first

and

72 nu mb er s for the s u p e r v i s i n g t ea che r and student

teach er respondents.
of the respondents:
vi si ng teacher;

N um b er

75 was for i d e n t i f y i n g the level

1^ for the s tu den t teacher;

and 3_ for the a dm i ni str ato r.

2_ for the s u p e r ­
It was n e ces sar y

to use item 75 to set it off from the rest of the answers so
that one qui ck

look at the answer sheet w o u l d right away give

the in f or ma ti on wh et he r

the r e s p o n d e n t is i de n t i f i e d or not.

This is an import an t piec e of i n f o r m a t i o n since the study
de a l t with one i n d e pe nd en t

variable,

the r e s p on de nt s

in three

levels.
The answers from the answer sheets we re
f e rr ed into the Mic h ig an
cards.

then t r a n s ­

State U n i v e r s i t y c o m p u t e r i z e d punch

Again these ca rds we re c a r e f u l l y c h e c k e d to see that

ea c h card had a punch for n um be r
s u b mi tt ed to the Mi chi gan

75.

Then all these cards were

Sta te Un i v e r s i t y c om pu te r for the

c r e a t i o n of three s e p a r a t e files for the three levels of r e ­
spondents:
File,

and

(1) Stude nt T e a c h e r

File,

(2) S u p e r v i s i n g Teacher

(3) A d m i n i s t r a t o r File.

The f o l lo wi ng d a t a wer e g e n e r a t e d for each of the thirty
va ri abl es co ve re d in the stu dy and for each group:
s t an da rd error,
and

s t an da rd devi ati on ,

.95 c on f i d e n c e interval,

median,

mean,

variance,

and valid cases.

mode,

range

The da ta came

out in t a bu la te d p e r c e n t a g e of r es p o n s e s for each choice under
each var ia ble for each level of res po nd en ts .
u s e d in an sw er i ng R es e a r c h Q u e s t i o n s

1-5.

These d a t a were

The pe r ce nt a ge s

56
were r ou nd ed by m u l t i p l y i n g each p e r c e n t a g e value by ten in
orde r to fac ili tat e

the use of c h i - s q u a r e pr o c e d u r e s

ri vi ng at the answ er s for R e se ar ch Q u e s t i o n 6.
level of

in a r ­

The alpha

.001 was set as a c r i t e r i o n for d e t e r m i n i n g w he the r

there we r e si gn if ic ant d i f f e r e n c e s in the p e r c e p t i o n s of the
three g e o g r a ph ic al

areas.

The SPSS s t at i s t i c a l

p ac ka ge for

social sciences was used in g e n e r a t i n g d a t a for the an alysis
of var i an ce tables wh ich serve as mea ns for a n s we ri ng R e ­
se ar ch Que s ti on s

7 and 8.

The alp ha level of

as a c r it er io n for d e t e r m i n i n g w h e t h e r
differences
sex,

.01 w a s

there were s i g n i f i c a n t

among the three gr ou ps of r e s p o n d e n t s

ma r i t a l status

set

and wh et he r

and size of the c o m m u n i t y wh e re

the school

was l oc at ed a ff ec te d the res p on se s of the three groups.

CH A P T E R IV
AN AL YS IS

AND D I S C U S S I O N OF THE R ES E A R C H DATA

The pu r p o s e of this stu dy was to d et e r m i n e

the impact

of the stude nt

t e a c h i n g pr ogr am s up on the c o o p e r a t i n g schools

in Re gio n VII,

C e n t r a l Visayas,

Philippines,

as

pe r c e i v e d by

the stude nt t e a c h e r s e n r o l l e d d u r i n g the first s e me st e r of
1979

and their c o r r e s p o n d i n g su p e r v i s i n g teache rs

and b u i l d ­

ing adm in is tr a to rs .
Chapt er
variables,

III gave

the eight r es e a r c h questions,

the d e t a i l e d d e s c r i p t i o n s of the population,

c h a r a c t e r i s t i c s of the thr ee gr ou ps of r e s p o n d e n t s
s t i t u t e d the sample,
d a t a gathering,

the ins tru me nt at io n,

III,

the st u d y has one

of res pondents,
ers
tors

(ST),

analyze

teachers

(A). The re are five d e p e n d e n t

namely;
(SU)

for

and the s t a ­

As st at ed in

i n d e pe nd e nt variable,

wi t h thr ee levels,

the s u p e r v i s i n g

the data.

the

that c o n ­

the pro ce du r es

the pr o c e d u r e s used in the study,

t i s ti ca l p r o c e d u r e s u s e d to
Ch a p t e r

the

a g ro up

the st ud en t t e a c h ­

and the a d m i n i s t r a ­

variables,

namely,

te ach in g-

l e a r n i n g processes,

student

teacher c o n t r i b u t i o n to school

p r o g r a m activities,

s u p e r v i s i n g teacher c o n t r i b u t i o n to school-

r e l a t e d activities,

the

su p er vi si ng t e ac he r' s work load,

the a d m i n i s t r a t o r ' s wo rk load.
chapter,

Henceforth,

and

t h r ou gh ou t this

the a b b r e v i a t i o n s id e n t i f i e d here are us ed wh en a p ­

propriate .
57

58
This chapter,

d i vi de d into three parts,

p r es en ts the

resu lts of the st at is ti cal an aly se s of the d a t a and di sc u ss es
the findings.

Part

re s e a r c h qu es t io ns

I d i s cu ss e s

the analyses and fi ndi ngs for

1-5 d e a l i n g with the ef fe ct of the pre sence

of the stud ent teachers on t e a c h i n g - l e a r n i n g processes,
teacher c o n t r i b u t i o n to school pr og ra m activities,
teacher c o n t r ib ut io n to s c h o o l - r e l a t e d activities,

the stud en t

s u p e rv i si ng
the work

load of the su p er vi s in g teach er and the work load of the ad­
min is trator.

C o r r e s p o n d i n g tables

pr es ent s tables

are presented.

Part II

and c or r e s p o n d i n g ana lyses and d i s c u s s i o n s of

the fin din gs for R e s ea rc h Qu e s t i o n N o . 6 whic h de al s with a
c o m p a r i s o n of the p e r c ep t io ns of the three gr ou ps of r e s p o n ­
dent s from
va r ia bl es

Indiana,

Michiga n

and the P hi l ip pi ne s on the same

treated in R e s ea rc h Qu e s t i o n s 1-5.

Part III d i s ­

cusses the ana lyses and fi ndi ng s for Re s e a r c h Q u e s t i o n
8.

Question

7 and

7 so ught to find out w he the r there we r e s i g n i f i ­

cant d if f e r e n c e s

in the p er c e p t i o n s of the three g rou ps of r e ­

spo n de nt s from the Ph il ip pi nes on the var ia ble an al y ze d in
the fir st three r e se ar ch qu e s t i o n s d ea li ng with teach in gl e a rn in g processes,
prog ra m

act ivities

stu den t teac her c on t r i b u t i o n to school
and su pe r v i s i n g

s c h o o l - r e l a t e d activities.
w h et he r sex,
the school

teacher c o n t r i b u t i o n to

R e s ea rc h Que st i o n No.

8 asked

marit al status and size of the c om m u n i t y where

is located aff ec t ed the pe rc ep ti o ns of the three

gr o up s of respondents.
The fi ndi ng s on each r e se ar ch qu e s t i o n are pre se nt ed
in st at is ti cal

tables,

and each of the three par ts of the

c h ap te r conclu des wi t h a summ ary of the findings.

59
Part I - Re s e a r c h Q u e st io ns

Col le cti ve ly,

1-5

R e se a rc h Qu e s t i o n s

1-3 s ou gh t to find

out w h e t h e r the p r es en ce of s t ud en t tea ch ers

in co o p e r a t i n g

schools f a c i l i t a t e d or hin d er ed the t e a c h i n g - l e a r n i n g p r o ­
cesse s inside and ou t s i d e the classroom.

R e s e a r c h Q u e st io ns

4 and 5 de al t with w he the r the st u den t t e ac he rs

in c o o p e r ­

ating schools c ha ng ed the work load of the s u p e r v i s i n g tea chers
and the ad m i n i s t r a t o r s
b ut ion patterns,

respectiv el y.

The f r e q u e n c y d i s t r i ­

the means and the s t a nd ar d d e v i a t i o n s

of the

five d e p e n d e n t va ria bl es wer e use d in a n s w e r i n g Re s e a r c h Q u e s ­
tions 1-5.
f o ll ow in g

The resu lts of the fi nd in gs

are p r e s e n t e d in the

order:

R e s e a r c h Qu e s t i o n N o . 1: Table

4.1 t hr ou gh Tab le

4.6

R e se ar ch Q u es ti on No.

2 : Tab le

4.7 t hr ou gh Tab le

4.12

Re se ar ch Qu e s t i o n No.

3: Table

4.13 th r o u g h Table

4.19

Res ea rc h Qu e s t i o n N o . 4: Tab le

4.20

th ro ug h Table 4.24

R es ea rc h Qu e s t i o n N o . 5 : Table

4.25

t hr ou gh Tab le

4.28

Re sea rc h Qu e s t i o n 1
Re s e a r c h Q u e s t i o n No.

1 so ug ht to find out wheth er

the p r e s e n c e of s t ud en t t e ac he rs e n ha nc ed the t ea ch ing lea rn in g pro cesses.
to m ea su re

The fo l l o w i n g five

va r i a b l e s w er e used

the e xt en t of the enhancement.

1.

P r ov is io n for ma k e - u p work

2.

F o l l o w - u p of exams

3.

Su p e r v i s i o n of p l a y g r o u n d s and as se mb li es

60
4.

Discipline

5.

M ot i v a t i o n

of p up ils

Ta b l e 4.1 t h r o u g h T a b l e

TA B L E

4.1

4.6 pr e s e n t the findings.

F R E Q U E N C Y D I S T R I BU T IO N, MEAN AN D S T A N D A R D D E V IA TI ON
OF C A T E G O R Y 1, T E A C H I N G - L E A R N I N G PROCESSES, V 1 8 :
P R O V I S I O N F O R MA K E - U P WORK, FOR EACH GROUP OF R E ­
SPONDENTS

ST.

Code

SU

%

Freq
13
36
136
109
72

3.6
9.8
37.2
29 .8
19.7

3
28
58
79
19

Tota l
Mean
S.D.

366

100 .0
3.52
1.03

187

Code:

1 - Much

%

Freq.

1
2
3
4
5

A
Freq.

1.6
15.0
3] ,0
42.0
10.0

1
2
11
15
6

100.0

35

2-S o me wh at

4 - Somewhat greater

less

ch a nge "

and

patterns

and

5 -Mu ch G r e at er

the ad m i n i s t r a t o r s

"Somewhat

greater".

of the p er c e p t i o n s

100.0

3-No Change

The me an sc or es of the s tu den t teachers,
vi si ng t e a c h e r s

2.1
5.7
31.4
42.9
17.1

3.66
.94

3.44
.92

Less

the super-

fall b et we en

are abo ut the same.

of the s tu d en t teachers

That is,

on 3 to 5 for b o t h gr ou ps.

"No

The f r e g u e n c y d i s t r i b u t i o n

s u p e r v i s i n g t e a c h e r s on p r o v i s i o n for m a k e - u p work
4.1)

%

and the
(Table

there are more re sp on de nts

The three g ro up s have similar

s t a n d a r d de v ia ti on s .
The th re e g rou ps
the p r e s e n c e of the

we r e c o n s i s t e n t

in p e r ce iv i ng that

student te ach er s e n h a n c e d the pro v is io n

61
of m a k e - u p work,

with the a d m i n i s t r a t o r s e x p r e s s i n g the most

po sit ive pe r c e p t i o n s
least

(3.66)

and the s u p e r v i s i n g te ach er s

the

(3.44).

TABLE 4.2

F R E Q U E N C Y DISTRIBU TIO N, ME A N AN D S TA N D A R D DE V I A T I O N
OF C A T E G O R Y 1, T E A C H I N G - L E A R N I N G PROCESSES, V 1 9 :
FO LL OW -U P OF EXAMS, FOR EACH GR OUP OF R E S P ON DE NT S

ST

Code

SU

%

Freq

%

Freq.

A
Freq.

%

4
4
65
138
160

1.1
1.1
17.5
37.2
43.1

0
17
55
90
26

0
9.0
29.3
47.9
13.8

0
1
7
20
7

0
2.9
20 .0
57.9
20 .0

Total 371

100.0

188

100.0

35

100 .0

1
2
3
4
5

4.20
.84

Mean
S.D.

3 .67
.83

1-Much poorer
2-S om ew ha t po ore r
better
5-Much be tte r

3.94
.73

3-No C ha ng e 4- So mew ha t

The f r e q u e n c y d i s t r i b u t i o n pa t t e r n s of the pe rc ep ti on s
of the su p e r v i s i n g tea ch ers
u p of exams

(Table 4.2)

and the a d m i n i s t r a t o r s on foll ow-

are si mi la r

from that of the stud ent teachers.

and they are d i f f e r e n t
The mod el p at te r n of the

su p e r v i s i n g teac her and a d m i n i s t r a t o r pe r c e p t i o n s

is on

" so me ­

what better" wh il e

that of the st u d e n t teacher p e r c e p t i o n s

on

The mean scores of the pe r c e p t i o n s of the

"much better".

s u p e r v i s i n g teachers,
are 3.67,
de v i a t i o n s

3.94

administrators

and stu den t te ach ers

and 4.20 r e s p e c t i v e l y wh il e

appear to be about the same.

their s t an da r d

is

62
The pe r c e p t i o n s of the s u p e r v i s i n g te ach er s were the
lowes t

(3.67)

hi g he st

wh i l e

(4.20).

those of the st ud en t tea ch er s were the

However,

all three g r o u p s felt that the

pr e s e n c e of s tu den t tea ch ers

TA B LE

4.3

e n h a n c e d the f o l l o w up of exams.

F R E Q U E N C Y D I ST R IB UT IO N, M E A N AND S TA N D A R D D E V IA TI ON
OF C A T E G O R Y 1, T E A C H I N G - L E A R N I N G PROCESSES, V 20:
S U P E R V I S I O N OF P L A Y G R O U N D S AND AS SEMBLIES, FOR
EACH GROUP OF R E S P O N D E N T S

ST

Code

A

SU

%

Freq.

Freq.

%

%

Freq.

1
2
3
4
5

3
15
59
152
106

.9
4.5
17.6
45.4
31.6

1
9
52
88
23

.5
5.2
30.1
50.9
13.3

0
2
8
17
8

0
5.7
22.9
48.6
22.9

Total

335

100.0

173

100.0

35

100.0

Mean

4.02

3.71

3.89

S .D.

.87

.78

.83

1 - Much poorer

2 - S o m e w h a t p oor er

4 - Som e wh at be tt er

In their
assemblies,

te ac her s
is,

5 - Much b et te r

ju dge me nt

the p a tt er n s

the p e r c e pt io ns

3 - No change

abo ut s u p e r v i s i n g pl a y g r o u n d s and
of the f r e g u e n c y d i s t r i b u t i o n of

of the st u d e n t teachers,

and a d m i n i s t r a t o r s

are similar.

there are more r e s p o n d e n t s

of the s u p e r v i s i n g tea che rs

on 3 to 5.

the s u p e r vi s in g
(Table 4.3).

That

The mean scores

and the a d m i n i s t r a t o r s

fall

63

be t w e e n

"No change"

and

"Somewhat better"

score of the s tu den t teachers
The s t a nd ar d d e v i a t i o n s

wh i l e

the mean

falls on "somewhat better-"

are not gr e a t l y different.

All

three

g ro u p s p e r c e i v e d of the p r es en ce of the s t ud ent te ach er s
c oo p e r a t i n g schools
grounds
the

as

e n ha nc in g the s u p e r v i s i o n of p l a y ­

and as se mb lie s with the s u p e r vi s in g tea c he rs

least positi ve pe r c e p t i o n s

(3.71)

4.4:

ha vi ng

and the s tu de nt te ach er s

e xp r e s s i n g the mo st p o s it iv e p e r c ep ti on s

TABLE

in

(4.02).

F R E Q U E N C Y DI STRIBUTION, MEAN AND S T A N D A R D D E V I A T I O N
OF C A T E G O R Y 1, T E A C H I N G - L E A R N I N G PROCESSES, V 22:
DISCIPLINE, FOR EACH GROUP OF R E S P O ND E NT S

ST

Code
Freq.

su

%

A

%

Freq.

Freq.

%

1
2
3
4
5

6
15
46
138
170

1.6
4.0
12.3
36.8
45.3

8
52
54
55
20

4.2
27.5
28.6
29.1
10.6

1
8
7
9
9

2.9
23.5
20.6
26.5
26 .5

Total

375

100.0

189

100.0

34

100.0

Mean

4.20

3.14

3.50

S.D.

.92

1.07

1.21

1 - Much po or er

2 - Som ew ha t poorer

4 - So mew ha t better

3 - No change

5 - Much better

The f r e qu e nc y d i s t r i b u t i o n pa tte rn s of the p e r c e p t i o n s
of the s u p e r v i s i n g te ac h er s and a dm in is t r a t o r s r e ga rd in g
discipline

are simi lar

(Table 4.4).

That is,

the m a j o r i t y

64
of the pe rc e p t i o n s
the p e r c e pt io ns

ce nt er on 2 to 5 wh i le the ma j o r i t y of

from the s tu den t tea che rs c ent er on 4 to 5.

T he mean score of the s tu den t teach er r es pon se s falls b e ­
tween

"S omewhat be tt er"

su p e r v i s i n g te ac h er s
and

"Much better"

and administr ato rs ,

"Somewhat better".

three groups

and

and those of the
between

The s t a nd ar d d ev i a t i o n s

"No change"
of the

appear to vary s o me wh at with the b r o a d e s t range

in the a d m i n i s t r a t o r group.
All three g r o u p s e x p r e s s e d a slight fe e l i n g that the
pr ese nce of s t ud e nt

teachers e n ha n ce d the ma i n t e n a n c e of

d is c i p l i n e wit h the stude nt

tea che rs as the most positive

(4.20)fo l lo we d by the a d m i n i s t r a t o r s
vising te achers

TAB LE 4.5

( 3.5 0) and the s u p e r ­

(3.14).

F R E Q U E N C Y DI ST RI BU TIO N, MEAN AND S T A N D A R D DEV IA TI ON
OF C A T E G O R Y 1, T E A C H I N G - L E A R N I N G PROCESSES, V 23:
M O T I V A T I O N OF PUPILS, FOR EACH GROUP OF RE SP ON DE NT S

Code

ST

SU

%

Freq.

A

%

Freq.

%

Freq.

1
2
3
4
5

0
13
36
162
162

0
3.5
9.7
43. 4
43.4

1
51
47
66
22

.5
27.3
25.1
35.3
11.8

0
6
7
16
5

0
17.6
20.6
47.1
14.7

Total

373

100.0

187

1C0.0

34

100.0

Mean

4 .27

3.31

3.59

S.D.

.78

1.02

.96

1 - Much po ore r

2 - S o me wh at po orer

4 - S o me wh a t b e t t e r

5 - Much better

3 - No change

65

The f r e q u e n c y d i s t r i b u t i o n pa tte rn s of the s u p e r ­
vising te ac he r and a d m i n i s t r a t o r pe r ce pt io ns r eg a r d i n g m o t i ­
vation of pu pil s are simil ar
ity of the r e s po ns es

(Table 4.5).

are in the 2

That is,

the m a j o r ­

to 4 range w hi le the m a j o r ­

ity of the s t ud en t t e ac he r p e r c ep ti on s center on 4 to 5.
The me an s cor es of the s u p e r v i s i n g te achers
istrat or s fall b e t w e e n

"No change"

Th e s t a n d a r d d e v i a t i o n s
appear

i n di ca te

and

and the

admin­

"Somewhat better".

that the s u p e rv is in g teachers

to be the least ho m o g e n e o u s in their

judgements.

A l t h o u g h all three g ro up s felt that the pre sen ce of
the s t u d e n t

tea c he rs

the s t u d e n t tea c he rs
by the a d m i n i s t r a t o r s
(3.31).

e n h a n c e d the m o t i va ti on of pupils with
as the most p o s it iv e
(3.59)

(4.27),

and the s u p e r v is in g teachers

Fewer than 4% of the s tu den t teachers,

than 28%

of the s u p e r v i s i n g te ach er s

the a d m i n i s t r a t o r s

fo llowed

a little more

and less than 18%

of

t h ou gh t that m ot i v a t i o n of pupils was

poorer w i t h the pr e s e n c e of s tu den t teachers.
The o v er al l

c o m p a r i s o n s of the oe r ce ot io ns of the

three gr o u p s of respondents,

on the five va ria bl es

gory 1-, the ef fe ct of st ud en t teacher s
l e ar ni ng process,
The ov er al l
is tr ato rs

in the teaching-

are p r e s e n t e d in Tab le 4.6.
means of the s u p e r v i s i n g teacher,

and s t u d e n t t ea che r p e r c e pt io ns

4.04 and the s t a n d a r d d e v i a t i o n s
spectively

in C a t e ­

(Table 4.6).

are

.68,

are 3.44,
.88 and

admin­
3.61 and

.65 r e ­

The su p e r v i s i n g teachers had the

least p o s i t i v e p e r c e p t i o n s wh ile the stude nt tea chers had
the mo st p o s i t i v e pe rce p ti on s.

However,

all three groups

66
pe r c e i v e d of the pr e s e n c e of s t u d e n t te ach ers
schools

in c o o p e r a t i n g

as e n h an ci n g the t e a c h i n g - l e a r n i n g pr o c e s s e s

in the

classrooms.

TA B L E 4.6

TO T AL (N) SIZE, MEA N AND S T A N D A R D D E V I A T I O N OF
EACH OF TH E FIVE V A R I A B L E S FOR C A T E G O R Y 1:
THE
E F F E C T OF THE P R E S E N C E OF S T U D E N T T E A CH ER S IN
TEACHING-LEARNING
ACTIVITIES

Va ria- Student
ble
Teach er
n
X

SD.

Supervising
Teacher
n
S.D.
X

18

366

19

Administrator
n

X

S.D

3.52

1.03

187

3.44

.92

35

3.66

.94

371

4.20

.84

188

3.67

.83

35

3.94

.73

20

335

4.02

.87

173

3.71

.78

35

3.89

.83

22

375

4.20

.92

189

3.14

1.07

34

3.50

1.21

23

373

4.27

.78

187

3.31

1.02

34

3.59

.96

4.04

.65

3 .44

.68

3.61

.88

Over­
all

Code:
1 - Much poorer
4 - S o m ew ha t b ett er

2 - Somewhat poorer

3 - No Ch na ge

5 - Much b e t t e r

Variables:
18
19
20
21
22

-

Pr ov is io n for m a k e - u p w o r k
F o l l o w up of exams
S u p e r vi si on of p l a y g r o u n d s
Di sc ip li ne s
M o t i va ti on of pupils

and as s emb lie s

R e s e a r c h Q u es ti on 2
The p e r ce iv ed eff ec ts of the s tu den t t ea ch er c o n t r i ­
b u t i o n to school p r o g r a m acti vi tie s

(Research Q u e s t i o n N o . 2)

were s t ud ie d throu gh the res p on se of the three gr ou ps of r e ­
s p on de nt s to five variables.
1.

S u p e r v i s i o n of yo ut h g rou ps in m e e t i n g s ,p r o g r a m s ,
trips.

2.

C o m m u n i c a t i o n wi th paren ts

3.

Pe r f o r m a n c e du r i n g recess,

canteen,

gymnasium,

p l a y g r o u n d or a s se mb ly duty
4.

Deve lop me nt,

p ro v i s i o n or s u g g e s t i o n of any new

i n s t r uc ti on al ma te ri al s
5.

S u g g e s t i o n or pr o v i s i o n of any other kinds of aids
or ideas

The fi ndi ngs

TA B L E 4.7

are p r e s e n t e d in Ta b le 4.7 t hr oug h Ta bl e 4.12.

F R E Q U E N C Y DI ST RI BU TIO N, MEAN AND S T AN DA RD D E V I A T I O N
OF C A T E G O R Y 2, ST UD EN T T E A C H E R C O N T R I B U T I O N TO SC HO OL
PROGRAM ACTIVI TIE S, V 24:
S U P E R V I S I O N OF YOUTH
GROUPS D U R I N G MEETINGS, PROGRAMS, T R I P S , F O R EACH
GROUP OF RE S P O N D E N T S

su

ST
Freq.

%

Freq.

%

A
Freq.

%

1

109

28.8

70

37.8

10

30.3

2

204

54.0

97

52.4

17

51.5

3

65

17.0

18

9.7

6

18.2

378

100.0

185

100.0

33

100.0

Code

To tal
Mean
S.D.

Code:

1.88
.67

1- No

1.72
.63

2- S om eti me s

3-Often

1.88
.70

68
The f r eq ue nc y d i s t r i b u t i o n pa tte rn s of the s tu de nt
teachers,

s u p e r v i s i n g teache rs and a d m i n i s t ra to rs

on w h e t h e r

th ey th o ugh t s tu den t te achers c o n t ri bu te d to the s u p e r v i s i o n
of n o n - i n s t r u c t i o n a l
is,

acti vi tie s we re s im ila r

the m a j o r i t y of the r esp ond en ts

ch o se the n umb er 2 (sometimes)
the s tu den t teacher,
re s p o n s e s

(Table 4.7).

That

in each of the three gr ou ps

response.

The m e a n s cor es of

s up e r v i s i n g teacher and a d m i n i s t r a t o r

fall b e t w e e n

"No" and "Sometimes".

The three gr oup s

ap pear to have s i mi la r st a n d a r d de viations.
Wh i le more than 60% of all re sp on de n ts

in the th ree

g ro up s felt that the st ud en t teachers c o n t r i b u t e d at least
sometimes
pr o g r a m s

to the s u p e r v i s i o n of youth g ro ups d u r i n g meetings,
and trips,

de n t te ach ers di d
tional

F R E Q U E N C Y DISTRIB UTI ON , ME A N AN D S T A N D A R D D E V I A T I O N
OF C A T E G O R Y 2, S TU DE NT TE AC HER C O N T R I B U T I O N TO S CH OO L
P RO GR AM AC TIVITIES, V 25:
C O M M U N I C A T E WITH PARENTS
FOR EACH GROUP OF RE S PO ND EN TS

ST
Freq.

1
2
3
Tot al

%.

SU
Freq.

%

A
Freq.

o/
fa

105
195
75

28.0
52.0
20.0

88
87
10

47.6
47.0
5.4

11
19
3

33.3
57.6
9.1

375

100.0

185

100.0

33

100.0

Me a n
S.D.

Code:

not improve su pe rv is io n du r i n g these n o n - i n s t r u c ­

activities.

T A B L E 4.8

Co d e

abou t o n e- t hi rd of them felt that the s t u ­

1.92
.69

1-No

2- Somet ime s

1.58
.60

3-Often

1.76
.61

69
Th e f r e q u e n c y d i s t r i b u t i o n patter ns of the pe rc ep ti on s of
the s tu de nt teachers,
st rat ors

the s u p e r v i s i n g teachers

and the

admini­

on the e f f e c t of s t u d e n t tea che rs in f a c i l i ta ti ng

c o m m u n i c a t i o n wi t h p ar en t s are s i m i l a r

(Table 4.8).

That is,

the m a j o r i t y of the r e s p o nd e nt s c en t e r on 2 (sometimes)
the m a j o r i t y of the r e s po ns es

of the s up e r v i s i n g teachers

d iv i d e d al mos t eq u a l l y b e t w e e n 1 an d 2.
three g ro up s fall b e t w e e n

"No"

d e v i a t i o n of the three g r ou ps
A lm ost

three-quarters

the s u p e r v i s i n g tea c he rs

and

"Sometimes".

of the stud en t teachers,

and two-t hir ds

tea che rs we r e the le ast p o s i t i v e

Code

The standar d

seem to be similar.

(1.58)

half of

of the a dm in is tr ato rs

to f a c i l i t a t e c o m m u n i c a t i o n with parents.

TAB LE 4.9

are

The mean scores of the

r ep o r t e d that the s tu de nt t e ac h er s h elp ed

ers the mo st p o s i t i v e

while

at least sometimes
The su p er vi si ng

and the stude nt t e a c h ­

(1.92).

F R E Q U E N C Y DISTRIBU TI ON, MEAN AND STA N DA RD D EV IA TIO N
OF C A T E G O R Y 2, S TU DE NT T EA CHE R C ON T R I B U T I O N TO SCHOOL
PR O G R A M ACTIVI TIE S, V 26: PE R F OR MA NC E DU RI NG RECESS,
CANTEEN, P L A Y G R O U N D AN D A S S E M B L Y HALL DUTIES, FOR
EA CH GR O UP OF R E S P O N D E N T S

ST
Freq.

%

SU
Freq.

%

A
Freq.

%

1
2
3

71
189
116

18.9
50.3
30.9

54
98
35

28.9
52.4
18.7

11
12
8

34.4
37.5
25.0

Total

376

100.0

187

100.0

32

100.0

Mean
S.D.

Code:

2.12
.70

1-No

1.90
.68

2- S o m e t i m e s

3 - Of te n

1.84
.85

70
The fre q ue nc y d i s t r i b u t i o n p a tt er ns of the p er ce pti ons
of the s u p e rv is in g te ach er s and the a d m i n i s t r a t o r s on student
teacher

co n t r i b u t i o n to pe r f o r m a n c e d u r i n g recess,

pl a y g o u n d and ass embly hall d u t i e s are s im ila r
That is,

canteen,

(Table 4.9).

the m aj o r i t y of the p e r c e p ti on s c ent er on 1 and 2

wh i l e the maj o ri ty of the st ud en t te ac he r pe r ce pt io ns
on 2 and 3.

The mean scores

a d mi ni st ra t or p e r c e pt io ns

center

of the s u p e r v i s i n g tea che r and

fall b e t w e e n

"No"

and

"Sometimes"

wh i l e the mean sc o re of the s tu de nt t ea che r p e r c ep ti on s fall
be t w e e n

"Sometimes"

and

"Often".

the three g rou ps appear to vary,

The s ta n d a r d d e v i a t i o n s of
be i n g w i d e s t for the a d m i n i s t r a ­

tors .
A high pr o p o r t i o n of r e s p o n d e n t s from all

three groups

th o ugh t that the st ud en t tea che rs c o n t r i b u t e d to p e r f or ma nc e
du r i n g recess,

canteen,

w i t h the a dm in is t ra to r

p la y g r o u n d s
group

the s tu den t teacher gr o u p

and ass e mb ly hall duties

as the least p o si ti ve

as the most po s i t i v e

18% and 35% of all r e s p o n d e n t s

thoug ht

(1.84)

(2'.12).

and

Be tw een

the s tu den t te achers

d i d not c o n t ri bu te on this area.
TA BL E 4.10

F R E Q U E N C Y DI STR IBU TI ON, MEA N AND S T A N D A R D D E V I A T I O N
OF C A T E G O R Y 2, ST UD ENT T E A C H E R C O N T R I B U T I O N TO
S CH OOL PR O G R A M A C T IV IT IE S V 27:
BRING, DEVELOP,
PRO VID E OR SU G G E S T NEW I N S T R UC TI ON AL MATERIALS,
FOR EACH GROUP OF R E S P O N D E N T S

Code

ST

1
2
3
Total

Freq.
40
233
71
344

Mean
S.D.
C o d e : 1-No

%
11.6
67.7
20.6
100.0

2 .09
.56

SU
Freq.
%
39.9
75
57.4
108
2.7
5
188
100.0

A
Freq.
13
21
2
36
1.69
.58

1.63
.54
2-Some

3-A

great many

%
36.1
58.3
5.6
100.0

71
The f r e qu en cy d i s t r i b u t i o n pa t t e r n s of the pe rc ep ti on s
of the s u p e r vi si ng te ach er s

and a d m i n i s t r a t o r s on st ud en t teach er

c o n t r ib ut io n to the dev el opment,
ne w inst ruc ti ona l m a t er ia ls

p r o v i s i o n and s u g g e st io n of

are s im i l a r

(Table 4.10).

That is,

the m a jo ri ty of the re sp on s es ce nt er on 1 and 2 w h i l e the m a ­
jority of the p er ce pti ons

of the st u d e n t tea che rs ce nt er on

2 and 3.

of the s u p e r v i s i n g t ea che r and a d ­

The mean scores

m i n i s tr at or pe rce p ti on s fall b e t w e e n
the mean score of the stude nt
"A gr eat many".

"No"

t e ac he rs

The three gr ou ps

and

"Some" while

fall b e t w e e n

"Some"

and

ap pe ar to have s im ila r s t a n d ­

ard deviations.
All three g ro up s p e r c e i v e d that a high p r o p o r t i o n of
the stud ent teacher s brought,

deve lop ed ,

p ro vi de d and su gge st ed

n e w i ns tr u ct io na l ma t e r i a l s w i t h the s u p e r v i s i n g teachers
ha vin g the least po s i t i v e p e r c e p t i o n s

(1.63)

tea che rs having the most p o s i t i v e p e r c e p t i o n s
some 10% to 40% of them s e l e c t e d the
TA BLE 4.11

1
2
3

Freq
40
269
53

Total

362

Mean
S.D.
Code:

However,

"No" response.

A

SU
%
11.0
74.3
14.6
100.0

2.04
.51
1-No

(2.09).

F R E Q U E N C Y D I ST RI BU T IO N, MEA N AND STANDARD; ’D E V IA TI ON
OF C A T E G O R Y 2, S T U D E N T T E A C H E R C O N T R I B U T I O N TO
S CHO OL P R OG RA M A C T I V I I T E S , V 28: SU GG ES T OR PROVIDE
ANY NEW KINDS OF AIDS OR IDEAS, FOR EACH GROUP OF
R E S P O ND EN TS

ST

Code

and the student

Freq
62
116
9
187

%
32.2
62.0
4.8
100.0

1.72
.55
2-Some

3-A g r e a t m any

Freq
17
17
2
36

%
47.2
47.2
5.6
100.0

1.58
.60

72
The f r e q u e n c y d i s t r i b u t i o n pat te rn s of the pe r ce pt io ns
of the s u p e r v i s i n g teachers

and the a d mi ni st r at or s on s tu de nt

te a che r s u g g e s t i o n or pro vi si on for aids or ideas are si mi lar
(Table 4.11).
scores

Th at is,

they cente r on 1 and 2.

The mean

of the s up e r v i s i n g teac he r and a dm in is tr a to r p e r c e p t i o n s

fall b e t w e e n

"No"

falls b e t w e e n

and

"Some"

"Some" whi le that of the s tu den t te ach er s
and "A gr ea t many".

tions of the th ree gr ou ps

The st and ar d d e v i a ­

are similar.

More than t h r e e - qu ar te rs of the student teachers,
t wo -t hir ds

of the s up e r v i s i n g te achers

of the a d m i n i s t r a t o r s
g e s t e d and p r o v i d e d
ad m i n i s t r a t o r s

and more than one -h a lf

thought that the student te achers s u g ­

at least some kinds of aids or ideas.

ha d the least p os i t i v e pe rc ep ti ons

(1.58)

the st ud en t tea ch er s had the most po s i t i v e per ce pt io ns

T AB LE

4.12

Variable
24
25
26
27
28

378
375
376
344
362

O ve ral l

Code:

1-No

The
and

(2.04).

TO T A L (n), MEAN, ST A N D A R D DE VI A TI ON OF EACH OF
THE FIVE VAR IA BL ES FOR C AT E G O R Y 2:
S TU DE NT T E A C H ­
ER ' C O N T R I B U T I O N TO S C H O O L PROGRAM A C T I V I T I E S , FOR
EACH GROUP OF R ES P O N D E N T S

Student
Teacher
n

about

S up e r v i s i n g
T e ac he r
S.D.

X

1.88
1.92
2.12
2.09
2.04

.67
.69
.70
.56
.51

2.00

.39

n

185
190
187
188
187

2-Somet im es

X

S.D.

1.72
1.58
1.90
1.63
1.72

.63
.60
.85
.54
.55

1.71

.42

3-Often

A d m i n i st ra to r
S.D.
n
X
33
.33
32
36
36

1.88
1.76
1.84
1.69
1.58

.70
.61
.85
.58
.60

1.73

.48

Variables:
24 - S u p e r v i s e yout h g ro up s in meetings,

programs,

trips

2 5 - C o m m u n i c a t e with parents
2 6 - P er fo rm recess,

canteen,

gymnasium,

p l a y g r o u n d or

ass e mb ly du t y
27-Bring,

develop,

p r ov id e or s u gg es t any ne w i n s t r u c ­

tional m a t e r i a l s
28 - S u g g e s t or p ro v i d e any ot he r kinds of aids or ideas

Category

2 m e a s u r e d the e xte nt of student teachers' c o n ­

t r i bu ti on to the s cho ol pr og ra m a c t i vi ti e s
Tabl e 4.12.

The ov e r a l l mean scores

as p r e s e n t e d in

of the s u p e r v i s i n g t e a c h ­

er and a d m i n i s t r a t o r p e r c e p t i o n s wer e very close,
(1.73)

and

r e s p e c t i v e l y w h i l e that of the stud en t teac her p e r ­

ce pti ons was h i g h e r than the othe r two gr oups
s t an da rd d e v i a t i o n s of the three g ro up s
All three gr ou ps
teachers

(2.00).

The

ap pea re d to be similar.

a gr ee d in their pe rc e p t i o n s

that the s tu den t

c o n t r i b u t e d to the school p ro g r a m act ivi tie s with

the s t ud en t tea c he rs
(2.00)

(1.71)

e x p r e s s i n g the mo st p os i ti ve perceptions,

fo l l o w e d by the a dm in i st r a t o r s

v is in g tea ch ers

(1.71).

(1.92)

and the s u p e r ­

C o m p a r a t i v e l y low p o s it iv e p e r c ep t io ns

on c o m m u n i c a t i o n w i t h p ar ent s
d e n t tea ch ers

(1.73)

(V 25)

came from bo t h the s t u ­

and the s u p e r v i s i n g teachers

(1.58).

74
Research Question

3

The ex te nt t h ro u gh w h i c h the su p e r v i s i n g teachers could
at te nd to r e s p o n s i b i l i t i e s c o n n e c t e d with s c h o o l -r el at ed a c t i ­
vities

th ro ugh

the a va i l a b l e time aff orded them when

d e n t tea ch er s wer e h a n dl in g their classes

the s t u ­

(Research Qu est io n

No 3) was m e a s u r e d by the f o l l o w i n g six variables:
1.

Visitations

2.

C o m m i t t e e work in school with pupils

3.

Professional

4.

Work wit h staff of sc hool or d e p a r t m e n t

5.

A s s i s t i n g the p r i n c i p a l or other teachers

6.

S oci al or r e c r e a t i o n a l

Fi n d i n g s
TABLE

4.13

Cod e

in ot h e r cl a ss ro o ms or schools

r e a d i n g or w r it in g

are fe a t u r e d

a ct iv it ies

in Tab le 4.13 through Ta bl e

4.19.

F R E Q U E N C Y DIS TR I BU TI ON , MEAN AND ST AND AR D D E V I A ­
T I O N OF C A T E G O R Y 3, S U P E R V I S I N G T EA CH ER C O N T R I ­
B U T I O N TO S C H O O L - R E L A T E D ACTIVITIES, V 32: V I S I T ­
A T I O N IN O T H E R C L A S S R O O M S OR S C H O O L S , FOR EACH
GROUP OF R E S P O N D E N T S

ST

SU

A

Freq

%

Freq.

%

Freq.

%

1

138

39.9

120

64.2

10

28 .6

2

157

45.4

59

31.6

14

40.0

3

51

14.7

8

4.3

11

31.4

346

100.0

187

100.0

35

100.0

Total
Mean

1.75

1.40

2.03

S.D.

.70

.57

.79

Code:

1 - Not

at all

2 - To some exten t

3 - A gr ea t deal

75

The f r e q ue nc y d i s t r i b u t i o n pat te r ns

of the pe rc ep ti o ns

of the student teachers and the s u p e r v i s i n g tea che rs on the
o p p o r t u n i t y aff ord ed through

s tu den t te ach er s

tea ch ers

or scho ol s

4.13).

to visit cl as sr oo ms
That is,

for s u p e rv is in g

are si mi lar

the m a jo ri t y of the r e sp on se s

(Table

center on 1

and 2 wh ile the m a j or it y of the a d m i n i s t r a t o r p e r c e pt io ns
ce n te r on 2 and 3.

The mean score of the s tu de nt teacher

and the s u p e rv is in g teach er p e r c e p t i o n s
at all" and

"To some extent"

fall b e t w e e n

"Not

w h i l e that of the a d mi ni st ra to r

pe r c e p t i o n s was sl ig h tl y hi g h e r than

"To some extent".

s t a n d a r d de vi at io n s of the s t u d e n t t e ac he rs

The

and the a d m i n i s t r a ­

tor respon se s are not g re a t l y different.
Although almost 40% of the s tu d e n t teachers,
6 5 % of the s u p e r v i s i n g tea ch ers

and almost

30% of the a d m i n ­

i s t r at or s felt that the pr e s e n c e of the s tu de nt
no t faci lit at e school

teachers did

and c l a s s r o o m vis it ations,

5 0 % of the student te ach ers

and a d m i n i s t r a t o r s

35% of the s up e r v i s i n g tea chers

more than

and more than

t h ou gh t that the student

te ach ers fo ste re d c l as sr oo m and schoo l v i s i t a t i o n s
to some extent.
ce pt io ns

(1.40)

pe r ce pt io ns

almost

at least

The s u p e r v i s i n g tea c he rs had the lowest p e r ­
and the a d m i n i s t r a t o r s had the most p o si t iv e

(2.03).

76
T AB LE 4.14

F R E Q U E N C Y DIST RI BUT ION , MEAN AND ST A N D A R D D E V I A T I O N
OF C A T E G O R Y 3, S U P E R V I S I N G T EA CH ER C O N T R I B U T I O N TO
S C H O O L - R E L A T E D ACTIVITIES, V 33:
CO M M I T T E E WO RK
IN SC H O O L WITH PUPILS, FOR EACH GRO UP OF RE S P O N D E N T S

Code

ST

SU

Freq

A

%

Freq

%

Freq

%

1
2
3

67
167
121

18.9
47.0
34.1

73
93
20

39.2
50.0
10.8

2
15
18

5.7
42.9
51.4

Total

355

100.0

186

100.0

35

100.0

2.15
.71

Mean
S.D.

2.46
.61

1.72
.65

C o d e : 1-Not at all

2 -To some extent

3-A gr e at many

The f r e q u e n c y d i s t r i b u t i o n pat te rns of the pe rc e pt io ns
of the s tu de nt teacher s
of stude nt tea che rs

and the a d m i n i s tr at or s on the effect

in ma k i n g po ss i bl e s u p e r v i s i n g teacher

p a r t i c i p a t i o n in c om m i t t e e work in school with pupils are
s im ila r

(Table 4.14).

Th a t is,

the m a j o r i t y of the r es po nse s

cente r on 2 and 3 wh il e the ma j o r i t y of the s u p e r v i s i n g t e a c h ­
er rep o ns es ce nt er on 1 and 2.

The mean scores of the stude nt

tea che r

and ad m i n i s t r a t o r pe r c e p t i o n s fall b e t w e e n

extent"

and "A gr e a t many" w h i l e that of the s up e r v i s i n g

teachers'

pe r c e p t i o n s falls b e t w e e n

extent".

All three g rou ps

"Not at all"

"To some

and "To some

appear to have si m ila r sta n da rd

deviations.
Fewer than 20% of the st ud en t teachers,
the s u p e r v i s i n g te ach ers

a lmo st 40% of

and a little more than 5% of the a d ­

m i n i s t r a t o r s felt that the st ud en t teachers'

p re s e n c e d id

77
not g i v e time for the s u p e r v i s i n g teache rs to do c o m mi tt ee
work

in school wi t h pupils.

sp o n d e n t s

A g re ate r

in all three groups,

p r o p o r t i o n of the r e ­

however,

felt that the stud ent

tea ch er s e na ble d the su p e r v i s i n g te achers to gi ve mo re time
to co m m i t t e e work wi th pupils.

The s u p e r v i s i n g t e ac he rs had

the lowes t po si t iv e p e rc ep tio ns whil e the a d m i n i s t r a t o r s gave
the most p o s it iv e responses.
TABLE

4.15

ST

Co de

%

61
146
148

17.2
41.1
41.7

355

100.0

1
2
3
Tot al

Code:

A

SU
Freq

Freq

Mean
S.D.

F R E Q U E N C Y DISTRIBUT ION , MEAN AND S T A N D A R D D E V I A T I O N
OF C A T E G O R Y 3, S U P E R V I S I N G T E A C H E R C O N T R I B U T I O N TO
S C H O O L - R E L A T E D ACTIVITIES, V 34: P R O F E S S I O N A L
R E A D I N G OR WRITING, FOR EACH GROUP OF R E S P O N D E N T S

2.25
.73

1-Not at all

%

Freq

%

60
97
32

31.7
51.3
16.9

6
10
16

18.8
31.3
50.0

189

100.0

32

100.0
2.31
.78

1.85
.68

2-To some ex te nt

3-A gr e a t deal

The fr e q u e n c y d i s t r i b u t i o n p a tt er ns of the p er c e p t i o n s
of the stude nt tea ch ers

and the a d m i n i s t r a t o r s on inf lu en ce

of s tu den t te achers on the p r o f e s si on al
of s u p e r v i s i n g te achers

are simil ar

r e a d i n g or wr i t i n g

(Table 4.15).

Tha t is,

the m a j o r i t y of the p er c e p t i o n s center on 2 and 3 w h i l e

the

m a j o r i t y of the pe rc ep ti on s of the s u p e r v i s i n g te a c h e r s center

78
on 1 and 2.

The mean scores of the s tu den t teacher and a d ­

m i n i s t r a t o r p e r c e p t i o n s fall b e t w e e n
g r e a t deal" wh i le
falls b e t w e e n

"To some extent"

and "A

that of the s u p e r v i s i n g teacher pe rce p ti on s

"Not at all"

and "To some extent".

The three

gr oup s appear to have s im ila r s t a n d a r d deviations.
Few er

than 20% of the st u d e n t teachers

and a d m i n i s t r a ­

tors

and a l it tl e mo r e than

30% of the su p e r v i s i n g

teachers

felt

that the p r e s e n c e of the st u d e n t te ach er s did not have

any effec t on the time the s u p e r v i s i n g tea ch er s spent on p r o ­
f es sio na l r e a d i n g or writing.
q u ar te rs

However,

of the st u d e n t t ea ch er

s po nde nt s

more than three-

and the a d m i n is tr at o r

re­

and mo re than t wo - t h i r d s of the s u p e rv is in g teachers

th o ugh t that the s tu d e n t

tea ch ers ga ve the s u p e r vi si ng teachers

time to do some p r o f e s s i o n a l
some extent.

The

re a d i n g or w r i t i n g at least to

le ast p o s i t i v e pe r c e p t i o n s

s u p e r v i s i n g te a c h e r s

(1.85)

from the a d m i n i s t r a t o r s

came from the

and the most po sit iv e ones came

(2.31).

TAB LE 4.16

F R E Q U E N C Y DIS TR IB UT IO N, ME AN AND S T A ND AR D D E V I A ­
T I O N OF C A T E G O R Y 3, S U P E R V I S I N G T E AC H ER C O N T R I ­
B U T I O N TO S C H O O L - R E L A T E D ACTIVITIES, V 35:
WORK
WITH ST AF F OF S C H O O L OR D E P A R T M E N T FOR EACH GROUP
OF R E S P O N D E N T S

Code

ST
Freq

%

SU
Freq

%

A
Freq

%

1
2
3

75
161
113

21.5
46.1
32.4

64
97
26

34.2
51.9
13.9

2
11
20

6.1
33.3
60.6

Total

349

100.0

187

100.0

33

100.0

Mean
S.D.

2 .11
1.80
. 73
.67
ex
te
nt
2-To some
1-Not at all

2.55
.62
3-A great deal

79

The f r e q u e n c y d i s t r i b u t i o n pa tt e rn s of the p e r c e p ­
tions of the s tu den t te achers
s u p e r v i s i n g teachers'

and the a dm i n i s t r a t o r s on the

wor k wi th staff or d e p a r t m e n t

as a

result of the pr e s e n c e of s tu de nt te ach er s ;are simi lar
4.16).

That is,

the m a j o r i t y of the pe r c e p t i o n s

(Table

center on

2 and 3 wh i le the m a j o r i t y of the p e r c e p t i o n s of the s u p e r ­
vising tea ch ers c en te r on 1 and 2.

The me an scores

stud en t teach er and a d m i n i s t r a t o r p e r c e p t i o n s
"To some extent"
vising te ac he rs
tent".

and

"A gr e a t deal"

falls b e t w e e n

The three g rou ps

of the

fall b et wee n

wh il e that of the s u p e r ­

"Not at all"

and

"To some e x ­

appear to have s im ila r st an da rd

deviations.
Alt ho ugh

less

than 25% of the s tu den t teachers,

than 35% of the s u p e r v i s i n g te ac h er s
the a d m i n i s t r a t o r s

less

and less than 10% of

felt that the s u p e r v i s i n g teachers'

work

with staff or s cho ol d e p a r t m e n t was not a f fe ct ed by the p r e ­
sence of the s tu de nt
groups

teachers,

felt that the st u de nt

visin g tea chers

large p r o p o r t i o n s

in all three

tea che rs e na b l e d the super-

to have more time

or the d e p a r t m e n t of the schoo l

.

to work with the staff

at least to some extent.

The s u p e r v i s i n g tea ch ers had the least p os i t i v e pe rc ep ti on s
(1.80)
tors

wh ile the most p o s i t i v e ones came from the a d m i n i s t r a ­

(2.55).

80
TA B LE 4.17 FR E Q U E N C Y DIS TRI BU TIO N, ME A N AND ST A N D A R D D EV IA TIO N
OF C A T E G O R Y 3, S U P E R V I S I N G T E A C H E R C O N T R I B U T I O N TO
S C H O O L - R E L A T E D ACTIVI TIE S, V 37:
A S S IS TI NG THE
P R IN CI PA L OR OT H ER TEACHERS, FO R EACH GROUP OF R E ­
SPONDE NT S

ST

Code

SU

Freq

A

Freq

%

%

Freq

%

1
2
3

69
181
96

19.9
52.3
27.7

57
102
30

30.2
54.0
15.9

6
7
22

17.1
20.0
62.9

Tota

346

100 .0

189

100.0

35

100.0

Mean
S.D.

1.86
.67

2.08
.69

C o d e : 1-Not at all

The modal

2-To some ex t e n t

tea ch er s

r esp on ses

However,

there were some

"Not at

in all three groups.

Fewer than 20% of the st u d e n t t e ac h er s
istrat ors

to assist the

and oth er tea chers was 2 w h i l e that of the a d m i n i s ­

trators was 3 (Table 4.17).
all"

and the

on the e xt en t to w h i c h s tu de nt teachers

it po ss i bl e for the s u p e r v i s i n g

pr in ci pa l

3 -A g r e a t deal

re spo ns e of the st u d e n t t ea ch er s

s u p e r vi si n g te ach ers
made

2.46
.78

and the a d m i n ­

and a li ttl e over 30% of the s u p e r v i s i n g te ach er s

felt there was no ef fe ct of the p r e s e n c e of the stude nt
tea che rs on the a s s i st an ce g i v e n to the p r i n i c i p a l or o t h e r
teachers.

However,

large p r o p o r t i o n s

t ho ugh t that the s tu den t tea che rs
the s u p e r v i s i n g te ach er s
ers at least to some

in all three gr ou ps

provided

av ai la bl e tim e f or

to he l p the p r i n c i p a l

extent.

least po s i t i v e p e r c e pt io ns

The s u p e r v i s i n g teachers

(1.86)

the most pos it iv e pe rc ep t io ns

and other

had the

and the a dm i n i s t r a t o r s

(2.46).

teach

had

81
TA B L E 4.18

F R E Q U E N C Y DISTRIBU TI ON, MEAN AND STA ND ARD D E V IA TI ON
OF C A T E G O R Y 3, SU P E R V I S I N G T EA CH ER CO NT R I B U T I O N TO
S C H O O L - R E L A T E D ACTIVITIES, V 38:
SOCIAL OR R E C R E A ­
T I O N A L ACTIVITIES, FOR EACH GROUP OF RE SP OND EN TS

SU

ST

Code
Freq

A

%

Freq

%

%

Freq

1
2
3

85
186
74

24.6
53.8
21.4

69
88
28

37.3
47.6
15.1

4
11
21

11.1
30.6
58.3

Tot al

346

100.0

185

100.0

36

100.0

1.79
.69

1.99
.78

Mean
S.D.

C o d e : 1-Not at all

2-To some extent

2.47
.70

3-A Great deal

The f r e q u e n c y d i s t r i b u t i o n pa tte rn s of the pe rc ept ion s
of the s tu den t te ach ers

and s up e r v i s i n g teachers on su pe r v i s i n g

t e ac he rs c o n t r i b u t i o n to social or r ec rea ti ona l

act ivities

as a re su lt of ha v i n g s tu den t t ea c h e r s , a r e similar
T h a t is,
while

the m a j o r i t y of the p e r c ep ti on s ce nter on 1 and 2

the m a j o r i t y of the pe r c e p t i o n s of the a d mi ni str ato rs

ce nt er on 2 and 3.

The m e a n score s of the su p er vi si ng t e a c h ­

ers and the s t u d e n t tea chers fall b e t w e e n
"To some extent"
tw e en

(Table 4.18).

and

wh il e the a d m i n i s t r a t o r pe rc ep ti ons fall b e ­

"To some extent"

v i at io ns

"Not at all"

and

"A g r e a t deal".

The st an da r d d e ­

of the three g rou ps seem to be similar.

Ab o ut o ne - f o u r t h of the stude nt teachers,
ov e r o n e - t h i r d of the s u p e r v i s i n g teachers
tenth of the ad m i n i s t r a t o r s

a little

and about one-

t ho ug ht that the pre se nc e of the

s t ud en t teachers d i d not a ff ec t the time the s up e r v i s i n g
te achers spent in c o n t r i b u t i n g to social or r ec re ati ona l
activities.
teachers

However,

more than t h r e e - fo ur th s of the stude nt

and a d m i n i s t r a t o r s

and about tw o -t hir ds of the s u p e r ­

v is ing teachers felt that the pr e s e n c e of the st ud en t teachers
en a bl ed the s u p e r v i s i n g tea ch ers to c on t r i b u t e to social or
r e c r e a ti on al a ct i v i t i e s

at least to some extent.

The s u p e r ­

vising tea chers had the least po s i t i v e p e r c e pt io ns
and the a dm in is t r a t o r s

TABLE

Vari­
able
32
33
34
35
37
38

4.19

had the most p o si ti v e ones

SU

1.75
2.15
2.25
2.11
2.08
1.99

S .D.
. 70
. 71
. 73
.73
.69
.78

Over­
all

2.03

.49

Code:

1-Not at all

346
355
355
349
346
346

(2.47).

T O T A L (n), MEA N AND S T A N D A R D D E V I A T I O N OF EACH OF
THE SIX VA R I A B L E S FOR C A T E G O R Y 3: S UP E R V I S I N G
T E A C H E R C O N T R I B U T I O N TO S C H O O L - R E L A T E D ACTIVITIES,
FOR EACH OF THE GROUPS
ST

n

(1.79)

X

Variables:
3 2 - V i s it a ti on s

n

190
186
189
187
189
185

A

1.40
1.72
1.85
1.80
1.86
1.79

S ,D.
.57
.65
.68
.67
.67
.69

1.73

.51

X

2-To some e xte nt

2.03
2.46
2.31
2.55
2.46
2.47

S.D.
.79
.61
.78
.62
.78
.70

2.38

.51

X

n

35
35
32
33
35
36

3-A gr e at deal

in o t h e r c l a s sr oo ms or schools

3 3 - C o m mi t te e work in the schoo l with pupils
3 4 -P ro fe ss io na l

r e a d i n g or w r i t i n g

35-Work with the staf f of school or d e p a r t m e n t
3 6- A s s i s t i n g the p r i nc ip al or othe r teachers
37 -S oci al or r e c r e a t i o n a l ac ti vit ie s

83
Ca t e g o r y 3 m e a s u r e d

the extent

the s u p e r vi si ng t e a c h ­

ers e ng age d in a d d i t i o n a l s c h o o l - r e l a t e d a c t i vi ti es du ri ng
the time the s t u d e n t teachers w e r e h a n d l i n g
(Table 4.19).

All

their classes,

thr ee groups w e r e co n s i s t e n t

in their p e r ­

ce pti ons that the s u p e r v i s i n g t e a c h e r s wer e

able to engage in

add itional s c h o o l - r e l a t e d ac t i v i t i e s d u r i n g

the

time the s t u ­

dent tea che rs w e r e t e a c h i n g their

The

supervi sin g

classes.

teacher and a d m i n i s t r a t o r gr ou ps h a d the same

overall s t a n d ­

ard d e v i a t i o n

(.51)

to it

The ov e r a l l mean score i n d i c a t e d that the most

(.49).

w i t h that of the s t u d e n t t e a ch er s close

po sit iv e p e r c e p t i o n s came from the a dm in is tr ato rs
lowed by the s t u d e n t tea chers
te achers

(1.73).

p e r c e pt io n s
cla s sr oo ms

(2.03)

and then

Of the six variables,

(2.38),

fol­

the supervi si ng

the least positive

in all th re e g ro up s was V 32,

v is it ati on

in other

or schools.

Re sea rc h Q u e s t i o n

4

The e xt en t of the c h a n g e of

the s u p e r v i s i n g teacher

work load b r o u g h t a bo ut by the pre se nce of the stud ent teachers
(Research Q u e s t i o n
teaching,

4) was m e a su re d by fo ur

le sson planning,

ual p up il s/ st u d e n t s .
t hr oug h T a b l e 4.24.

paper

variables;

namely,

g ra d in g and help to i n d i v i d ­

The findings

are p re s e n t e d in Tab le 4.20

84
TABLE 4.20

F R E Q U E N C Y DI STRIBUTION, M E A N AND S T A N D A R D D E V I A ­
TI O N OF CA T E G O R Y 4, S U P E R V I S I N G T E A C H E R WO R K
LOAD, V 50: TEACHING, FOR EA CH GROUP OF R E S P O N D E N T S

ST
Code

Freq.

1

SU
%

Freq.

%

24

6.6

4

2.1

2

51

13.9

24

12.6

3

92

25.1

82

43.2

4

112

30.6

70

36.8

5

87

23.8

10

5.3

366

100.0

190

100 .0

Total
Mean

3.51

3. 31

S.D.

1.18

.84

Code:

1 - Re d uce d

a gre at deal

2- R e d u c e d to some ex tent

3 - Re m a i n e d about the same
e x te nt

4 - I n c r e a s e d to some

5 - In cre as ed a gr e at deal

Ta b l e 4.20 shows that al th ou gh
felt th ei r

6.6% of the stu den ts

pre se nce gr e a t l y r e du ce d the work load of the

s u p e r v i s i n g teachers,
felt that way.

only 2.1% of the s u p e r v i s i n g teache rs

On the other hand,

wh i l e 23 .8 % of the s t u ­

den t te ac h er s felt their p r es e nc e i n c r e a s e d the s u p e r v i s i n g
teacher work load,
sel e ct ed

that response.

to se l e c t r e s p o n s e s
teachers.
ent.

only 5.3% of the s u p e r v i s i n g

tea ch ers

The s t ud en t tea ch er s w e r e more

1 to

likely

5 than we r e the s u p e r v i s i n g

Still the mean res p on se s were not g r e a t l y d i f f e r ­

That is,

they fell b e t w e e n

"R em a in ed about the same"

85
and

" In cre as ed to some extent" wi t h the s u p e r v i s i n g tea chers

t e nd in g to be more neutral,

TA B LE 4.21

(43.2).

F R E Q U E N C Y DI ST RIB UTI ON , ME A N AND S T A N D A R D DEVIA TI O N OF C A T E G O R Y 4 , S U P E R V I S I N G T EA C HE R
WO RK
LOAD, V 51: LE SS ON PLANNING, FOR EACH GROUP OF
RE S P O N D E N T S

ST

SU

Code

Freq

%

Freq.

%

1

18

4.9

3

1.6

2

47

12.9

32

16.9

3

84

23.0

86

45.5

4

102

27.9

57

30 .2

5

114

31.2

11

5.8

Total

365

100.0

189

100.0

Mean

3..68

3,.22

S.D.

1 ..18

.85

Code:

1 - R ed uc ed a g r e a t deal
3-R e ma in ed

2- Re du ce d to some exten t

about the same

4 - I n c r e a s e d to some extent

5 - T n c r e a s e d a g r e a t deal

Table

4.21 p r e s e n t s

the re s p o n d e n t s

the fact that less than 20% of

in both gr ou ps

felt that the s tu de nt

teachers'

p r e s e n c e r e d u c e d at least to some e xt en t the lesson p la n n i n g
w o r k of the s u p e r v i s i n g teachers.

However,

31.2% of the

s t u d e n t te ach er s felt they i n c r e a s e d the le sson p l a n n i n g
load of the s u p e r v i s i n g te ach er s

a g re a t deal wh i le on ly 5.8%

of the s u p e r v i s i n g t e ac h er s felt that same way.
half of the s u p e r v i s i n g te ach er s

Al mos t one-

thou ght their work

load on

le ss on p l a n n i n g r e m a i n e d about the same wh il e less than one

86
f our th of the s tu de nt

teachers sel ec te d that r e s p o n s e .

the mean respon ses we re not g r ea tl y different.
fell b e t w e e n

"R ema ine d about the same"

and

Still

That is,

they

"Increased to some

extent".

TA B LE 4.22

F R E Q U E N C Y DISTRIBUTION, MEAN AND S T AN DA RD D E V I A ­
TION OF CA T E G O R Y 4, S U P E R V I S I N G T EA C H E R W O R K LOAD,
V 52: PA PE R GRADING, FOR EACH GROUP OF R E S P ON D EN TS

Code

Freq

%

Freq

%

1

21

5.8

2

1.1

2

60

16.4

47

24.7

3

96

26 .3

76

40 .0

4

121

33.2

52

27.4

5

67

18 .4

13

6.8

365

100.0

190

100.0

ST

Total

SU

Mean

3.42

3.14

S.D.

1.14

.91

Code:

2 -Re duc ed to some extent

1- R e du ce d a gr ea t deal
3 -R em ain ed about the same
5 -I n c r e a s e d

4- In cr ea se d to some exten t

a gr e a t deal

While 5.8 % of the st ud ent teachers

felt their p re s e n c e

re d u c e d the paper g r a d i n g r es po ns i b i l i t y of the s u p e r v i s i n g
tea c he rs

a grea t deal,

felt the same way.

only 1.1% of the s u p e r vi si ng tea chers

(Table 4.22).

18 . 4 % of the s tu de nt

teachers

On the oth er hand,

wh ile

thought their pr ese nc e i n ­

c r e a s e d the paper g r a d i n g work of the s u p e r vi s in g te achers
a gr e a t deal,

only 6.8% of the su pe rv is i ng tea chers e x p r e s s e d

the same responses.

While 40.0% of the s u p e r vi s in g tea ch ers

87
though t their paper g r a d i n g wo r k r e m a i n e d about the same,
only 26.3% of the s t u d e n t t e a ch er s s e l e c t e d that response.
Still the mean r es p o n s e s were not g r e a t l y diff er ent .
is,

they fell b e t w e e n

"R ema ine d about the same"

and

That
"Increased

to some extent".

TA B LE 4.23

F R E Q U E N C Y DI ST RI BU TI ON , MEA N AND ST A N D A R D D E V I A ­
T I O N OF C A T E G O R Y 4, S U P E R V I S I N G T E A C H E R WO RK LOAD,
V 53: HELP TO I N D I V I D U A L STUDENTS, FOR EACH GROUP
OF R E S P O N D E N T S

Code

Freq.

%

Freq

%

1

14

3.8

1

.5

2

39

10.6

22

11.6

3

75

20.4

63

33.3

4

135

36.7

84

44.4

5

105

28.5

19

10.1

Total

368

100.0

189

100.0

ST

SU

Mean

3.76

3.52

S.D.

1.10

.85

Code:

1 - R e du ce d a gr e a t deal
3- R em ain ed ab out the same

2 - R e d u c e d to some extent
4 - I n c r e a s e d to some e xte nt

5 - I n c re as ed a g r e a t deal

Tabl e 4.23 show s

that w h i l e

3.8% of the s tu den t te achers

felt their p r e s e n c e r e d u c e d the h e l p the s u p e r v i s i n g teacher
gave to the pupils,
that same way.

on ly .5% of the s u p e r v i s i n g tea chers

On the ot h er hand,

while

felt

28.5% of the st ud en t

88
teachers

felt their pr ese nce

t eac her 's

in c r e a s e d the s up e r v i s i n g

load on in d iv id ua l help g i v e n to pupils,

only 10.1%

of the s u p e r v i s i n g tea ch ers e x p r e s s e d the same response.
33.3% of the s u p e r v i s i n g tea c he rs

t ho ug ht there was no ch ange

in the hel p they ga ve to i nd iv id ual pupils,
s t ud en t tea chers felt the same way.
did not gr e a t l y differ.
about the

same"

TABLE 4.24

and

Th at is,

on l y 20.4% of the

Still the mean r es po nse s

they

fell b e t w e e n

"Remained

"I n cr eas ed to some extent".

T O T A L (n) MEANS AND S T A N D A R D D E V I A T I O N OF EACH OF
THE FOUR V A R I AB LE S FOR C A T E G O R Y 4: S U P E R V I S I N G
TE A C H E R WO RK LOAD FOR THE ST U D E N T TE A C H E R AND
S U P E R V I S I N G T E A C H E R GROUPS

ST

SU

Varia­
ble

n

X

S.D.

n

X

S.D.

50

366

3.51

1.18

190

3.31

.84

51

365

3.68

1.18

189

3.22

.85

52

365

3.42

1.14

190

3.14

.91

53

368

3.76

1.10

189

3.52

.85

3.55

1.05

3.29

.66

Over al l
Code:

1 - R e du ce d a g re at deal
2 -R e d u c e d to some extent
3-No chang e
4- In c r e a s e d to some ex ten t 5 - I n c re as ed
a gr e at deal.

Variables:

While

V50-Teaching
V 5 1 - L e s s o n P la nn in g
V5 2 -P ap er g r a d i n g
V 5 3 - H e l p to i n d i vi d ua l stu de nt s

As shown in Ta b le
four variables,

4.20 th r o u g h 4.23,

in all the

the st ud en t tea ch ers had mo re r es po nse s

ce n t e r e d on 1 and 5 w h e r e a s

the s u p e r v i s i n g tea ch ers had

89

fewer responses on these numbers.

In all four variables the

majority of the student teachers felt their presence increased
the supervising teacher work load while less than 50% of the
supervising teachers felt the same way except in individual
help given to pupils where more than one-half of the super­
vising teachers thought the presence of the student teachers
added to their load.

Help given to individual students ap­

peared to demand more time for the supervising teachers.

The

mean score for this variable was the highest for both groups
(Table 4.24).
Research Question 5
Ten variables were used to measure the extent the
work load of the administrators was affected by the presence
of the student teachers (Research Question No.

5).

Only the

perceptions of the administrators were considered because
the student teachers and the supervising teachers were not
asked the questions representing these variables.

The follow­

ing were the ten variables:
1.

Additional reports regarding student teaching or
about student teachers.

2.

Counseling student teachers.

3.

Selection of supervising teachers.

4.

Orientation of student teachers.

5.

Finding instructional materials.

6.

Counseling supervising teachers.

7.

Communication with parents about activities related
to student teachers.

8.

Student teachers' assistance in counseling pupils.

90
9. Time of s u p e r v i s i n g te ac her s b e i n g made a va ila bl e by
the s t u d e n t teachers'

t ea c h i n g of classes.

10. Ti me of ot h er tea ch e rs b e i n g mad e ava il ab le by the
st u den t teachers'

h a n d l i n g some of their assigne d

responsibilities.
Ta b le

4.25

pr e s e n t s

the fi nd i ng s of the first four

va ri abl es wh ic h de al wi th w o r k i n g wit h s tu de nt teachers on
the s tu de nt t e a c h i n g p ro gr am ; Tab le 4.26,

the next three v a r i ­

ables w h i c h apply to w o r k wi t h s u p e r v i s i n g tea che rs or the
school;

and T a b l e 4.27 the last three va ri ab le s whi ch deal w i t h

the a s s i s t a n c e p r o v i d e d by st ud en t teachers.
TABL E 4.25

F R E Q U E N C Y DIS TR I BU TI ON , ME AN AND STA ND AR D D E V I A ­
T I O N OF C A T E G O R Y 5: W O R K LOAD OF THE A D M I N I S T R A ­
TORS, V 56 to V 59.
TO TAL

V a ri ab le
V 56

V 57

V 58

V 59

Code:

Co d e
1
2
3

%

Freq.

%

X

S.D.

Freq.
2
7
22

6.5
22.6
71.0

31

100.0

2.65

.61

1
2
3

2
10
22

5.9
29.4
64.7

34

100.0

2.59

.61

1
2
3

1
15
15

3.2
48.4
48.4

31

100.0

2.45

.57

1
2
3

1
11
20

3.1
34.4
62.5

32

100.0

2.59

.56

1 - De c r e a s e d your work
your work load

load 2 -Made no change 3-Increasec

V-56 Ad d i t i o n a l r e p o r t s r e g a r d i n g s t ud en t te a c h i n g or
s tu de nt teachers.
V-57 C o u n s e l i n g s t u d e n t tea che rs
V-58 S e l e c t i o n of s u p e r v i s i n g teachers.
V-59 O r i e n t a t i o n of st ud en t tea che rs

about

91

Onl y one or two a d m i n i s t r a t o r s from a g r o u p of some
thirty r e s p o nd en ts

in each of the four var ia bl es

load ha vi ng to do wi th

felt their

ad d it io na l re po rt on s tu d e n t teaching,

c o u n s e l i n g stud ent teachers,

o r i e n t a t i o n of s tu de nt teachers

and s el e c t i o n of s u p e r v i s i n g te ac h er s was de creased.
(Table 4.25).'

From tone-half to two -t hi rd s of the

ot hers th ou gh t that their load was increased.

TAB LE 4.26

F R E Q U E N C Y DIS TR I BU TI ON , MEA N AND S T A N D A R D D E V I A ­
TI ON OF C A T E G O R Y 5: W O R K LOAD OF ADM INISTRATORS,
V 60 TO V 62

Total

%

Freq

9
9
10

32.2
32.2
35. 7

28

100.0

2.04

.84

1
2
3

3
17
13

9.1
51.5
39.4

33

100.0

2.30

.64

1
2
3

1
17
9

3.7
63.0
33.3

27

100.0

2.30

.54

Var i ab le

Code

V-60

1
2
3

V-61

V-62

Code:

Freq

1 - D e c r e a s e d yo u r wo rk
your work load

load

T

X

S.D.

2-Made no ch an ge

V-60 - Fi n d i n g i ns t r u c t i o n a l ma t e r i a l s
V-61 - C o u n s e l i n g s u p e r v i s i n g te ac h er s
V-62 - C o m m u n i c a t i o n with p ar en ts about ac t iv it ie s
to stud ent tea che rs

3 -In cr eas ed

related

While a little more than o n e - t h i r d of the a d m i n i s t r a ­
tors felt their load in f i n d i n g i ns t r u c t i o n a l
increased,

mat e ri al s was

almost o n e - t h i r d of them thou ght their load was

d e c r e a s e d and the r e m a i n i n g almost o n e - t h i r d r e p o r t e d no
change in this same wo rk load

(Table 4.26).

92
The m aj o r i t y of the a d m i n i s t r a t o r s
was no change in their work load re l a t i v e
s u p e rv is in g teachers.

However,

al mo st

felt that the re
to c o u n s e l i n g

40% thou ght

work load in cre ase d and the r e m a i n i n g 10% re p o r t e d

their
that

their work load d e c r e a s e d w h e n s t u d e n t tea ch ers were
While 63% of the a d m i n i s t r a t o r s
in their c om m u n i c a t i o n with pa re nts

r ep o r t e d

"No c ha ng e"

about st u d e n t teaching,

one - th ir d felt their c o m m u n i c a t i o n to p a re nt s
tea ch ing added more time in their work

TABLE 4.27:

present.

abou t s t u d e n t

load.

F R E Q U E N C Y DI STR IB UTI ON, MEAN AND S T A N D A R D D E V I A ­
TION OF CA T E G O R Y 5: V-63 to V-65: W O R K LOAD OF
THE AD MI NI ST R A T O R S

Total
T
X

Va ri abl e

Code

Freq

%

Freq

V-63

1
2
3

11
9
4

45.8
37.5
16.7

24

100.0

1. 71

.75

1
2
3

14
8
9

45.2
25.8
29.0

31

100.0

1.84

.86

1
2
3

13
10
10

39.4
30.3 ‘
30.3

33

100.0

1.91

.84

V-64

V-65

Code:

1- D ec re as ed your work load
your work load.

2- Ma de no ch an ge

S.D.

3-Incr eas ed

V-63 - Student teachers' as s i s t a n c e in c o u n s e l i n g stu dents
V-64 - Time of s u p e r vi si ng te a c h e r s be i n g made available by
the student teachers' t e a c h i n g of classes.
V-65 - Time of oth er tea chers b e i n g made av ai l ab le by the
student teachers' h a n d l i n g some of their assign ed
r e sp on si bi li te s

93
The la rg es t nu mb er of the r es pon se s in each of the
th r ee v a ri ab le s d e a l i n g with s t ud en t teachers' as si st anc e in
re d u c i n g the work load of a d m i n i s t r a t o r s falls on 1,
yo u r work

load"

(Table 4.27).

"Decreased

From 25% to less than 40% felt

their wor k load was not c h a n g e d wh i le about 17% to about 30%
t h ou gh t thei r r e s p o n s i b i l i t i e s h a v i n g to do wit h the stated
ac t iv it ie s
TA B LE 4.28

V a ri ab le
56
57
58
59
60
61
62
63
64
65
Ov e ral l

i n c r e a s e d their wor k

load.

TO T A L (n) MEAN AND S T A N D A R D D E V I A T I O N OF EACH OF
THE V AR I A B L E S FOR C A T E G O R Y 5:
A D M I N I S T R A T O R WORK
LOAD

n
31
34
31
32
28
33
27
24
31
33

X

2.65
2.59
2.45
2.59
2.04
2.30
2.30
1.71
1.84
1.91
2.20

S.D.
.61
.61
.57
.56
.84
.64
.54
.75
.86
.84
.62

5 6 - A d d i t i o n a l r ep ort s r e g a r d i n g s t ud en t te ac hi ng or about
s t u d e n t te achers
5 7 - C o u n s e l i n g s tu de nt teacher s
5 8 - S e l e c t i o n of s u p e r v i s i n g te ach ers
5 9 - O r i e n t a t i o n of s t u d e n t tea che rs
6 0 - F i n d i n g i n s t r u c t i o n a l ma t e r i a l s
6 1 - C o u n s e l i n g s u p e r v i s i n g tea che rs
6 2 - C o m m u n i c a t i o n wit h pa re nt s about act i vi ti es r e l a t e d to
s t ud en t tea che rs
6 3 - S t u d e n t teachers' a s s i s t a n c e in c ou n s e l i n g with students/
pupils
6 4 -T im e of s u p e r v i s i n g t e ac he rs be in g made a v ai la bl e by the
st u d e n t teachers' te a c h i n g of the su p e r v i s i n g teachers'
cl a sse s
6 5 -T im e of oth er tea ch e rs b e i n g mad e a vai la ble by the stude nt
teachers' h an d l i n g some of thei r as si g ne d re sp o n s i b i l i t i e s

94
As seen in Ta b le

4.28,

the a dm i n i s t r a t o r s felt their

work load h a v i n g to do with a d d i ti on al repo rts
teaching,

c o u n s e l i n g s tu de nt teachers,

sing teachers

about s tu den t

s e l ec ti on of s u p e r v i ­

and o r i e n t a t i o n of s t u d e n t teachers i n c re as ed

their work load.

T h e y c o n s i d e r e d their work load h avi ng to

do wi t h findi ng i n s t r u c t i o n a l materials,
vising teacher s

counseling super­

and c o m m u n i c a t i o n wi t h paren ts

tea ch in g to r ema in

about the same.

about stud ent

The re was a sligh t d e ­

c re ase in their wo r k load with the help they got from the
c o o p e r a t i n g tea ch ers
te achers

and the ot her te ach er s who had s tu den t

to take over some of their a s s ig ne d r es po ns ibi li tie s.

The overa ll mea n

(2.20)

S u mm ar y of the F i nd in gs

All three gr ou ps

is cl ose to 2.

for Part

of r e s p o n d e n t s p e r c ei ve d of the p r e ­

sence of s tu den t te ac he rs
processes.

I

as e n h a n c i n g the t e a c h i n g - l e a r n i n g

All three gr ou ps were c on s i s t e n t in ,th eir p e r ­

ce pt ion s that the s t u d e n t te achers
progr am activities.

c o n t r i b u t e d to the school

All three g ro up s were con si s te nt

in their

p e r c ep ti on s that the s u p e r v i s i n g tea ch ers were able to e n ­
gage in s c h o o l - r e l a t e d ac ti vi ti es d u r i n g the time the s t u ­
den t teachers wer e h a n d l i n g their classes.
te achers

p er c e i v e d of their pr e s e n c e

as i n c re as in g the wor k

ma i n e d about the same.

in c o o p e r a t i n g schools

load of the su p e r v i s i n g teachers w h e r e ­

as the s u p e rv is in g teachers'
work load in teaching,

The stud ent

p er c e p t i o n s

in di ca te d that their

l ess on p l a n n i n g and paper g ra d i n g r e ­
The a dm i n i s t r a t o r s p er c e i v e d of their

work load r e la ti ve to a d d it io na l re p o r t s r e g a r d i n g stud ent
teaching,
teachers
creased.

c o u n s e l i n g st ud ent teachers,

s e l e c t i n g su pe r v i s i n g

and o r i e n t a t i o n of s tu den t t e ac he rs
Their w o r k load in fi nd in g

and c o m m u n i c a t i o n w i t h p ar en ts

in str uc ti on al materials,

about

activities r el ate d

stud ent teachers r e m a i n e d about the same.
d ec re as e in their wo rk

load w i t h the

si sta nc e in c o u n s e l i n g wi t h pupils,

availability

the

assigned r e s p o n ­

p er c e p t i o n of

than of the ot he r g ro up s of their ef fect

sh o ul d be noted,
ing

c l a s s e s an d the st ud ent

in the build in g.

The c o n s i s t e n t l y more f a vo ra bl e
teachers

t e a c h e r s ' as­

the s t u d e n t teachers'

to ha nd le s o m e of

sibi lit ies of o t h e r te ach er s

Clearly,

than empiri ca l data.
were almost always
the findings.

w i t h r e s p e c t to

the st ud y g at h e r e d
However, the fact

student

in t he school

as wel l as s ho ul d be t h e fr e q u e n t l y

po sit io n of the a d m i n i s t r a t o r s

two groups.

to

There was a s li gh t

student

ha ndl in g of the s u p e r v i s i n g teachers'
teachers'

as h a v i n g i n ­

differ­

the other

p erc ept io ns

rather

that the pe rc e p t i o n s

in the same d i r e c t i o n lends cre de nc e

to

96

PART II:

RE SE A RC H Q U E S T I O N N O . 6

R e s ea rc h Q u e s t i o n No.
tages the fi ndi ng s

6 sought to compa re in p e r c e n ­

from the three g eo g r a p h i c a l

areas that u n ­

d e r t o o k s im ila r stud ies on student t e ac hi ng programs,
Indiana,

Mic hi ga n and the c ur ren t study in the Philippines,

the five ca t e g o r i e s c ov ere d in Re se ar ch Qu est ion s
c o r r e s p o n d i n g variables.
pr o v i d e d in f o r m a t i o n

However,

not all the g e o g r a p h i c areas

six v a r ia bl es not r e p or te d on in all three areas,
four v a r ia bl es out of the thirty va ria bl es
included.

Thus,

a va ria ble n ee ded to be c o ve re d

by at least one g r o u p in all three g e o g r a p h i c areas.

1-5 were

on

1-5 and their

from all three g rou ps of re spo nde nt s.

to be c o n s i d e r e d for analysis,

Q u e st io ns

namely,

Th e re were

so only

twenty-

treated in Re se a rc h

The f o l lo wi ng items were a c c o r d ­

ingly excluded:
1.

In C a t e g o r y

1, on the e ff ect of the pr ese nc e of s t u ­

dent tea chers on t e a c h i n g - l e a r n i n g p r o c e s s e s : I n d ­
iana c o m b i n e d p r o v i s i o n for m a k e - u p work and fol low up of exams;

hence,

there are only four v ar ia ble s

inst ea d of five.
2.

In Ca t e g o r y 2, on stude nt teacher c o n t r i b u t i o n
school pr og ra m activities:

Indiana di d not use the

item on s u p e r vi si on of you th groups
grams,

trips;

and co m b i n e d

in meetings,

pro­

(1) pr ovi si on or s u g g e s ­

tion of n e w in st ru ct i on al ma ter ia ls and
ion of any n ew ideas or aids
are only three variab le s

to

into one;

(2) p r o v i s ­
hence,

inst ead of five.

there

3.

In C a t e g o r y

97
3, on su p er vi si ng teac her c o n t r i b u t i o n

to s c h o o l - r e l a t e d activities:

Indiana d i d not p r o ­

vide an item on social and re c r e a t i o n a l
hence,
4.

the re are only five variab les

activities;

i ns tea d of six.

In C a t e g o r y 4, on the ex te nt of the ch ang e
work

in the

load of the s u p e rv is i ng teac her b e c a u s e of

the p r e s e n c e of the student teachers:

India na did

not i nc lu de an item on h e l p to in di vid ua l students;
hence,

there are only three va ria bl es

i ns tea d of

four.
5.

In C a t e g o r y 5, on the ex ten t the work

load of a d ­

m i n i s t r a t o r s c h an ge d b e c au se of the p r es en ce of
s t ud en t

teachers:

Indiana d id not inclu de

the

item on the stude nt teacher help in c o u n s e l i n g
p u pi l s / s t u d e n t s ;

hence,

there are only nine

vari­

ables i ns te ad of ten.
To f a c i l i t a t e
each p er c e n t a g e

the use of the c hi - s q u a r e tests procedures,

value was m ul t i p l i e d by ten.

large N in all the r es p o n d e n t group s
to be more r e f l e c t i v e of the data,
d e a l i n g with the de cim al s.
p re sen t

Be ca use of the

that factor was

and in addition,

Table 4.29 thro ugh Tab le

judged
avoi ded
4.52

the f in d i n g s that serve to answer R e s ea rc h Qu e s t i o n 6.

98

TA B LE 4.29

C O M P A R I S O N OF R ES P O N S E S AM O N G THE TH RE E GE O GR AP HI C
AREA S FOR C A T E G O R Y 1, T E A C H I N G - L E A R N I N G PROCESSES,
V 1 8 : P R O V I S I O N FOR M A K E- UP WORK

4.29.1

Student Te ach er s

Indiana
1. Much g r e a t e r
2. Som ew h at g r e a t e r
3. No Ch an ge
4. S o me wh at less
5. Much less

M ic hi ga n

Philip pin es

7.2
19.0
57.5
3.4
3.5

5.7
22.7
58 .6
1.3
.6

19.7
29.8
37.2
9.8
3.6

Total

90.6

88 .9

100 .0

X 2 = 274.19

df = 8

The c h i - s q u a r e
of the s tu de nt

S ig ni fi ca nt

at

.001

value i n d i c a t e d that the pe rc ep ti on s

tea c he rs

on their in fl ue nc e on p r o v is io n for

m a k e - u p w o r k are s i g n i f i c a n t l y di ff er en t .

The much higher

p r o p o r t i o n of the

from the P h i l i p ­

"much gr e a t e r "

pine s t ud en t te a c h e r s
from

r e sp on s es

in c o m p a r i s o n to the much

Indiana and M i c hi ga n on the same item,

the much h ig h e r p r o p o r t i o n s of the
tho se in Indi ana and Mi ch i ga n

lower ones

tog e th er with

"no change"

respon ses from

in c o m p a r i s o n to the much

lower

p r o p o r t i o n from the P h i li pp in e st ud e nt

teachers, on the same

item ac c o u n t e d mo s t of the d i f f e re n ce s.

The large d i f f e r ­

ences

in the o b s e r v e d and e x p e c t e d values

for these items

p r o d u c e d c o r r e s p o n d i n g l y high c h i - s q u a r e values.

99
4.29.2

S u p e r vi si ng Te achers

Indiana
1.
2.
3.
4.
5.

Mic hi ga n

P hi lip pi nes

Much g r ea te r
Som ew hat g r ea te r
No change
So mew ha t less
Much less

11.5
26.1
52.3
3.8
2.9

10.1
33.7
51.1
2.4
.5

10 .2
42 .2
31.0
15.0
1.6

Total

96 .6

96.8

100 .0

= 253.58

df = 8

S i g n i f i c a n t at

The c h i -s qu ar e value ind i ca te d that

.001

the p er c e p t i o n s

of the s u p e rv is in g tea che rs on the inf l ue nc e the stud ent
te achers had on p r o v i s i o n for ma k e - u p work were s i g n i f i c a n t l y
dif fe ren t.

The mu c h hi gh er pr op or tio ns of the

res p on se s coming from

Indi ana and Mic hi gan

"no change"

in c o m p a r i s o n to

the much lower one from the Phi li ppi nes on the same item,
to ge the r with the muc h h ig he r pr o p o r t i o n of the
less" r esp on ses from the Phipp ine s
lower pro po rt io ns

from

"somewhat

in comparison! to the much

India na and M i ch i ga n on the same item,

a c c ou nt ed for the s i g n if ic an t di ffe re nce s.

Much

of the chi-

squar e value r es u l t e d from the d i f f e r e n c e s b e t w e e n the o b ­
se rv ed and exp ec t ed

values

in the cells for these items.

100
4.29 .3

A d mi ni st ra to rs

Indiana

1 . Much g r e a t e r

P hi li pp in es

So mew ha t g r ea te r
No ch ange
So mew ha t less
Much less

5.2
34.3
55.9
.8
.5

14.1
55 .6
28 .6
.3
.1

17.1
42.9
31.4
5.7
2.9

Total

96.7

98 .7

100 .0

S ig n i f i c a n t

at

10*
|n>
n
00

2.
3.
4.
5.

Mic hi g an

X 2 = 402.03

.001

The c h i - s qu ar e value indic ate d that the pe r c e p t i o n s of
the a d mi n is tr at or s

on the stud ent teachers'

in flu enc e on p r o ­

vision for m a k e - u p work were si gn i f i c a n t l y diff er ent .
much lower p r o p or ti on of the
much h ig he r p r o p o r t i o n of the

"much greate r"
"no change"

paris on to the other two groups'

Indiana's

r e s p on se s

re sp o ns es

and the

in c o m ­

much lower p r o p or ti on s of

r e sp on se s on the same item, pro d uc ed high c h i - s q u a r e values.
These values,

to get he r with the high c h i - s q u a r e

su l tin g from the much h igh er p r o p or ti o ns of the
less"

and

"much less"

values

re­

"somewhat

res po ns es from the Ph il ip pi ne s

in c o m ­

pa r iso n to the much lower ones from Indiana and Michigan,

ac­

co u nt ed for the s i g n i fi ca nt di ffe re nce s.
On the var ia b le d e a l i n g with the input the stud ent
teacher s had on p r ov is io n for m a k e - u p work,

the most pos i ti ve

p er c e p t i o n s came from the Ph il ipp in e st ud en t teachers,
v is ing tea chers

and admi nis tra to rs.

super­

In di ana and Mic hi g an

g ro ups of re spo n de nt s g e n e r a l l y tended to ch oos e the

"no

101
change"

re s p o n s e wi th M i ch ig a n gr ou ps ha vi ng highe r p erc ep tio ns

than the India na group.

TA BL E 4.30:

C O M P A R I S O N OF R E S PO NS ES AM ON G THE THREE G E O ­
G R A P H I C A L AREAS FOR CA T E G O R Y 1, TE AC HI NG L E A R N I N G PROCESSES, V 2 0 : SU P E R V I S I O N OF P L A Y ­
GR O U N D S AND ASS EM B LI ES

4.30.1

Student Te ach ers

Indiana
1. Much be tt er
2. So me wh at be t t e r
3. No change
4. Som ew hat po ore r
5. Much po or er
Total

Mi chigan

Philippines

5.5
14 .1
60.4
.9
.3

4.5
13.5
42 .4
1.2
.5

31.6
45 .4
17.6
4.5
.9

81.2

62.1

100.0

X 2 = 730.48

df = 8

S ig ni fi ca nt

The c h i - s q u a r e value i n d ic at ed that

at

.001

the pe rc ept ion s of

the s t ud e nt

t e a ch er s on their impact on the su pe rv is io n of

playground,

canteen,

as sem bl y hall or g y m n a s i u m duty were

s i g n i f i c a n t l y dif fe re nt .
te ac he rs

from the P h i l i pp in es

"somewhat be tt er"
proportions

r e s po ns es

co mi ng

In like manner,
M i ch ig an

High pr o p o r t i o n s

st ud en t

from

se l e c t e d the

of the student
"much better"

and

in c o m p a r i s o n to the much lower

Indiana and Mi chi gan on the same items.

the gr e a t e r p r o p or ti on s of the
tea che rs se l e c t e d the

Indiana and

"no change"

re sponse

w h i l e a much s ma ll er p r o p o r t i o n came from the Philippine
st u den t t ea ch er s on the same items.
c h i - s q u a r e value s for these
fi ca nt d i f f e r en ce s.

The co rr e s p o n d i n g big

items a c c ou nt ed for the s i g n i ­

102
4.30.2

S u p e rv i si ng Te achers

Indiana
1.
2.
3.
4.
5.

Mic hig an

Ph ili ppi ne s

Much better
Som ewhat better
No change
Som ewhat po orer
Much poorer

9.0
14.1
62.6
1.3
.1

7.9
15.9
39 .4
3.2
.8

13.3
50.9
30.1
.5.2
.5

Total

87.1

67.2

100 .0

= 391.77

df = 8

The c hi - s q u a r e

S i g n if ic a nt

at

.001

value i n di c at ed that the p e r c e pt io ns

of the s u p e r v i s i n g tea ch ers on the s tu den t
in su p er vi si ng playground,

canteen,

teachers'

help

g y m n a s i u m or as sem bl y

hall du t y were s i g n i f i c a n t l y diff er ent .

A much b igg er p r o ­

porti on of the P h i li pp in e ad mi ni st r a t o r s

selected

better"
from the

r es pon se s

in c o m p a r i s o n to the much

the o b s e r v e d and e x pe ct ed

values and c o r r e s p o n d i n g ch i - s q u a r e

values.

These c h i -s q ua re

in ad dit ion to the big d i f f e r e n c e s b e t w e e n the o b ­

s erv ed and the e x p e c t e d values for the
from

lower pr op or ti on s

Indiana and the Mi chigan r e s p o n s e s on the same item,

c au se d big d i f f e r e n c e s b e tw ee n

values,

"somewhat

Indiana c o n t r i b u t e d

"no cha nge "

res po n se

h e av il y to the d if fe re nc es .

103
4.30.3

A d mi ni st ra to rs

Indiana
1.
2.
3.
4.
5.

2L2

M i ch ig an

P hi li ppi nes

Much better
Som ew hat be tte r
No change
Somewha t poorer
Much poorer

3.1
23.4
70 .8
1.3
.0

6.2
26 .0
65 .0
.9
.0

22.9
48.6
22.9
5.7
.0

Total

98.6

98.1

100 .0

= 632.59

df = 6

The c h i - s qu ar e

Significant

value i n di c at ed that the p e r c e pt io ns

of the ad mi ni st r a t o r s on the role the s tu de nt
on the su pe r v i s i o n of playgrounds,

canteen,

se m bl y hall du ties d i f f e r e d si gn if ic an t ly .
tions of

.001

at

"much better",

"somewhat be tt er "

te ach ers playe d

g y m n a s i u m or a s ­
The high p r o p o r ­

and

"no change"

ch o ice s of the Phi lip pi ne a dm i n i s t r a t o r s had big d i f f e r e n c e s
be t w e e n the o b se rv ed and the e x pe c te d values;
r e s p o n d i n g big ch i - s q u a r e
with the low
of the

choice of

"no change"

values.

hence,

Thes e values,

"much better"

res po ns es by the

to get her

and the heavy se le ct io n

Indiana administrators,

ac c o u n t e d for much of the si g n i f i c a n t d if fe re nc es .
di a n a

and Mic higan

a d m i n i st ra to rs

The I n ­

te nd ed to selec t the

change" res pon se while those from the Philippines,
what better"

the c o r ­

the

"no
"s om e­

response.

On the ef fec t of the in fl ue nc e of the s tu de nt
on the s up e r v i s i o n of playgrounds,
g y m n a s i u m duty,

canteen,

assemblies,

the three gr ou ps of r e s p o n d e n t s

Ph i li pp in es had the h ig hes t pe rc ept io ns.

te achers

from the

Ge n e r a i i y f the

or

104
three g r o u p s from
respo ns e.
sp o ns es

India na and Mi ch ig a n chose the

However,

there were more

4.31:

in co m pa ri so n to the

Indiana and Mic hig an g ro u ps on the same item.

C O M P A R I S O N OF R E S PO NS ES A M O N G TH E THREE G E O G R AP HI CA L
ARE AS FOR C A T E G O R Y 1, T E A C H I N G - L E A R N I N G PROCESSES,
V22:
DISCIPLINE

4.31.1

Student Te ac he r s

Ind iana

1 . Much b et t e r

2.

S om ew ha t be tte r
3. No c h a n g e
4. S o me wh at p oor er
5. Much p oo re r
To tal

x2

"somewhat poorer" r e ­

from the three Ph il ip pi ne g rou ps

ones from

"no change"

Mic h ig an

11.2
33.7
44.2
5.8
.5

2.9
12.8
47.9
23.8
1.9

45.3
36 .8
12.3
4.0
1.6

95 .4

89.3

100 .0

df = 8

= 1 67 2.0 1

Philipp ine s

S ign ifi ca nt

at

.001

The c h i - s q u a r e value sh owe d that the pe r ce pt io ns of
the s t u d e n t

te ach ers on the ef fect of their pr es e nc e on d i s ­

c i p l i n e were s i g n i f i c a n t l y di fferent.
p r o p o r t i o n s of
from the

"much bette r"

from the

t e a c h e r s on the same item,
p r o p o r t i o n s of the

item,

"somewhat better" r es po nse s

P h i li pp in e st ud en t tea che rs

much lower p r o p o r t i o n s

M i ch ig an

and

The a st ou nd in gl y high

in c o m pa ri so n to the

Indiana and Mi chigan student

tog eth er with the much highe r

"no change" r e sp on se s from Indiana and

in c o m p a r i s o n to that of the P hil ipp in es on the same

ga v e b i g d i f f e r e n c e s b e t w e e n the ob s e r v e d and ex p e c t e d

105

values

and the c o r r e s p o n d i n g c h i - s q u a r e values.

the much hi ghe r p r o p or ti on of the

Furthermore,

"somewhat poorer"

responses

from Mi chi ga n in c o m p ar is on to the ones from Indiana and
the P hi li pp in es h elp ed ma ke the c h i - s q u a r e value very high.

4.31.2

S u p e r v i s i n g Tea ch ers

Indiana

1 . Much b ett er
2.
3.
4.
5.

Mic hi gan

Philipp in es

Som ewhat be tt er
No change
Som ewhat po ore r
Much po orer

11.1
30.0
42.7
14.7
1.0

1.9
8 .0
45.3
39.1
4.2

10 .6
29.1
28.6
27.5
4.2

Total

99 .5

98.5

100 .0

X 2 = 380.81

df = 8

Si g n i f i c a n t

at

.001

The ch i - s q u a r e value s h o w e d that the p er c e p t i o n s of
the s u p e r v i s i n g te achers on the e f fe ct of the pre s en ce of
studen t te ach er s on d i s c i p l i n e were s i g n i f i c a n t l y different.
The very much lower p ro p o r t i o n s of
what better"

re sp on se s

"much better"

from the Mi c h i g a n r e s p o nd en ts

pari son to the much h ig he r ones from
pines on the same items,
h igh er p r o p o r t i o n of

and

"s ome ­
in c o m ­

Indiana and the P h i l i p ­

in a d di ti o n to M i c h ig an 's much

"somewhat

poorer"

res po ns e s

in com p ar is on

with the lower p r o po rt io n of r e s p o n s e s from those in Indiana
and the P hil ipp in es on the same itemj ac co un te d for the d i f f e r ­
ences.

High ch i - s q u a r e values

re s u l t e d from the big d i f f e r ­

ences b e t w e e n the o b s e r v e d and e x p e c t e d values

in these items.

106

Also,

there was a bi g d i f f e r e n c e b e t w e e n

exp ec te d values

in the

"somew ha t poorer"

the o b s e r v e d and
res po ns e s from the

Indiana respondents.

4.31.3

Administrators

Indiana

1 . Much better

ii2 = 670.67

Phi lip pin es

6.6
37.9
46 .9
6.2
.4

2.5
17.9
58 .3
19.9
.1

26 .5
26 .5
20 .6
23.5
2.9

97.0

98 .7

100 .0

2. Somewhat bette r
3. No change
4. Somewhat po orer
5. Much poorer
Total

Mi chi gan

S ig ni fi ca nt

df = 8

The c hi - s q u a r e

at

.001

valu e s ho we d that the p e r c e pt io ns of

the a dm in is t r a t o r s on the ef f e c t of the student

teachers'

pr ese nce on d i s c i p l i n e were s i g n i f i c a n t l y di ff er ent .
much higher p r o p o r t i o n of the
the Philip pin es

"much bett er"

The

res p on se s from

in c o m p a r i s o n to the much lower ones from

Indiana and Mic hig an on the same
highe r p r o p o rt io ns of

item tog et her with the much

"no chang e"

r e s po ns es from

Indiana

and Michigan in c o m p a r i s o n to the much lower one from the
Philippines,

a c c o u n t e d for the di ff er en ce s.

Also,

dif f er en ce b e t w e e n the o b s e r v e d and the e x pe ct ed
the

"somewhat poorer"

Philip pin es

(higher)

r es p o n s e s

from

Indiana

the big

values on

(lower)

added to the high c hi - s q u a r e

and the

values.

107
On the effec t of the pre s en ce of the student teacher s
on discipline,

the Ph i li pp in e stude nt teachers had much h i g h ­

er p o si ti ve perceptions,
teachers.

f o l lo we d by the Indiana student

For the s u p e r v i s i n g t ea che r groups,

Indiana had

the h ig hes t p o si ti ve p e r c ep ti on s fol lo we d by the Ph il ip pin e
s u p e r v i s i n g teachers.

For the a d m i n i s t r a t o r group,

ha d the most p o s i t i v e perceptions,
Philippines.

Indiana

fol lo w ed by those from the

Mic h ig an had the least pos it ive p er c e p t i o n s

the three groups.

However,

there were more

in

"somewhat poorer"

r e sp on se s from the three Ph il ip pi ne gr ou ps than those from
Indian a and Michigan.
Mic hi ga n gr ou ps was

TA B LE 4.32:

The modal r e sp on se for Indiana and

"no change".

C O M P A R I S O N OF R E S P O N S E S AM ON G THE THREE G E O G R A P H ­
ICAL AREAS FOR C A T E G O R Y 1, V 23: M O T IV AT IO N OF
PUPILS

4.32,1

Student Te achers

Irdiana

Ph il ip pi ne s

So mew hat be tt er
No change
Somewh at poorer
Much poorer

12 .0
47.9
30.4
2.7
.3

6.9
33.1
35.7
5.7
.4

43 .4
43 .4
9.7
3.5
.0

Total

93 .3

81.8

100 .0

1 . Much better

2.
3.
4.
5.

Michigan

x2 = 543.13

df = 8

S i g n i fi ca n t at

.001

The c hi - s q u a r e value in di c at ed that the student teachers,
in their pe rc ep ti on s on the in fl ue nc e of student te ach er s on

108

pupil m o t i v a t i o n ,d i f f e r e d signif ic ant ly.
ate s ele cti on by the

The d i s p r o p o r t i o n ­

Ph il ip p in e stud ent teacher s of the

"much better" choice,

to g e t h e r with the lower than chance

ch oi ce of that r e sp on se by the Indiana and Mic hi gan student
te achers
change"

ac co un te d for most of the di ffe re nc es .

The

"no

res po nse se em ed to be the a l t e rn at e re spo nse for all

groups.

4.32 .2

S up e r v i s i n g Te ach er s

Indiana
1.
2.
3.
4.
5.

Much be tte r
Som ew hat be tt er
No change
Somewha t po orer
Much poorer
Total

X 2 = 130.87

Mic higan

Philippi nes

9.0
34.9
40.7
14 .0
1.0

5.3
29 .1
41.9
19 .9
1.8

11.8
35.3
25.1
27.3
.5

99 .6

98 .0

100.0

S ig ni fi c an t at

df = 8

.001

The c h i - s q u a r e value i n d ic at e d that the p e r c e pt io ns
of the s u p e rv is in g t ea c he rs on the i nf lu enc e of student
teacher s had on pu pi l m o t i v a t i o n tdi f f e r e d significantly.
high pr op or ti on s
change"

choi ces

the Ind ian a and Mic hi gan respondents'

"no

in c o m p a r i s o n to the much lower p r o po r ti on

of the Ph il ipp in e respondents'

ch oi ce s for the same item,

to ge the r with the d i s p r o p o r t i o n a t e
from

The

Indiana and P hi l i p p i n e groups,

value of the chi-sq uar e.

"somewhat poorer"

res po ns es

co n t r i b u t e d to the high

The P hi lip pi ne s u p e rv is in g tea chers

109
tended to ch oo s e the items
poorer"

"somewhat bett er"

ra the r than to make a n e ut ra l

4.32.3

"somewhat

judgment of

Mi chigan

Ph ili ppi ne s

Somewhat b et te r
No chang e
Somewhat po or er
Much poorer

3.6
44 .3
45 .0
3.6
.0

6.1
49.3
36.0
6.9
.2

14.7
47 .1
20.6
17 .6
.0

Total

96 .5

98 .5

100 .0

1 . Much be tt er

x 2 = 290.72

df = 8

The c h i - s q u a r e

value

S i g n i fi ca n t

at

.001

in d i c a t e d that the per cep ti on s

of the a d m i n i s t r a t o r s on the e f fec t of the student
on pupil m o t i v a t i o n d i f f e r e d si gn i fi ca nt ly .
square values on the
change" cell
cells

"much b et ter "

cell

(Indiana and Philippines),

(Indiana and the Phil ipp in es)

c h i - sq ua re

values.

The Mi ch i ga n

tended to ch o os e the

"somewhat b et te r"

and

teachers

The high chi-

(Philippines),
and

"no

"somewhat poorer"

a cc o u n t e d for the high

and Indi ana a d mi ni st ra t or s

"somewhat be tt er "

sponses wh i l e the P h i l i p p i n e
the

"no change".

Administrators

India na

2.
3.
4.
5.

and

and

administrators

"somewhat poorer"

"no change"

re­

tended to choose
responses.

The i n f lu en c e of the s t ud en t te achers on the var iable
m o t iv at io n of pu pi ls was p e r c e i v e d d i f f e r e n t l y by the three
g e o gr ap hi c areas.
perceptions,

The P h i li pp in e gr o u p s had the most pos iti ve

g e n e r a l l y f o l l o w e d by

Indiana.

The s u p e r vi si ng

110
teac he rs from the three ge o g r a p h i c areas had the least p o s i ­
tive perceptions.

TA BL E 4.33

C O M P A R I S O N OF R E SPO NSE S A M O N G TH E TH R EE GE O G R A P H I C
AREAS FOR C A T E G O R Y 2, V 25: C O M M U N I C A T I O N WITH
PARENTS.

A d mi ni st ra to rs
Indiana

Michigan

P h i l i pp in e s

1. Often
2. Sometimes
3. No

9.6
47.4
40.1

1.2
13.6
74.8

9.1
57.6
33.3

Total

97.1

89 .6

100 .0

X

2 = 488.72

df = 4

Si g ni fic an t at

.001

The c h i - s q u a r e value in dic at ed that the pe r c e p t i o n s of
the a d m i n i s t r a t o r s on stude nt teach er en h a n c e m e n t of c o m m u n i ­
c ati on with p ar ent s were s i g n i f i c a n t l y di fferent.
s qu ar e values r e s u l t e d from:

High chi-

(1) the much hi gh e r p r o p or ti on s

v

of

"often"

re s p o n s e s from

pa r i s o n to the mu ch

Indiana and the P h i l ip pi ne s

lower p r o p or ti on from the Mi c h i g a n r e ­

s p on de nt s on the same item;
ingly lower p r o p o r t i o n of

(2) Mic h ig an respondents'

"sometimes"

respon se s

on the same item;

and

as tou nd -

in c o m p a r i s o n

to the mu ch hi gh er p ro p o r t i o n s of the re sp ons es from
and the Ph il ip pi nes

in c o m ­

Indi ana

(3) the big d i f f e r ­

ence b e t w e e n the o b s e r v e d and ex p e c t e d values

in the cell for

"no" r e sp on se from Mi ch i ga n b e ca us e of the much h i g h e r p r o p o r ­
tion of re sp on se s for this item.

The input the student

Ill
teachers had on thei r role in c om m u n i c a t i o n with parents had
the high est p e r c e p t i o n s c om i ng from the Phi lip pi ne groups,
fol lo wed by Indiana.
the

"no"change

TABLE 4.34:

Mic hi g an a dm i n i s t r a t o r s te nded to select

response.

C O M P A R I S O N OF R E S P ON SE S AM O NG THE TH REE G E OG RAP HIC
AREAS FOR C A T E G O R Y 2, S TU DEN T T EA CH ER C O N T R I B U T I O N
TO S C H O O L P RO GRA M ACTIVITIES, V 26: PERF ORM R E ­
CESS, CANTEEN, GYMNASIUM, P LA Y G R O U N D OR A S SE M BL Y
D UT Y

4.34.1

Student Tea che r

I n di an a
1. Often
2 . Sometimes
3. No
Total

X 2 = 39 7.3

Michig an

Ph ili ppi ne s

46.5
21.7
30.2

21.4
26 .3
50.7

30.9
50.3
18.9

98.4

98 .4

100.0

S ig nif ic ant at

df = 4

.001

The c h i - s q u a r e value i n d ic at e d that the p er c e p t i o n s of
the student t e ac he r s on their he lp du r i n g recess,
gymnasium,
different.

canteen,

p l a y g r o u n d or ass em bl y hall duty were s ig n i f i c a n t l y
The large c h i - sq ua re

higher p r o po rt io n of the

"often"

values res ul ted from the much
re sp o ns es

from Indiana in

c o m pa ri so n to the low er p r o p o rt io n of re spo nse s from the P h i l i p ­
pines and Mi chi ga n for the same item.
higher pr o p o r t i o n of

"no"' re sp ons es

In like manner,

from the Mic h ig an re sp on de nt s

in c om p a r i s o n to the lower ones from Indiana and the
pines for the same item,

the much

Philip­

r e su lt ed in high chi -s qu ar e values.

112
The high p r o p o r t i o n of the

"sometimes"

respon ses from the

Philippines,

to the much

lower ones from In­

in c o m p a r i s o n

di an a and Mi c h i g a n for the same item,

res ul t ed in the big d i f ­

fe rences b e t w e e n the o bs e r v e d and the exp ec te d values in
the three cells for this item;
high c hi - s q u a r e

hence,

the c o r r e s p o nd in gl y

value.

4.34.2

S u p e r v i s i n g Te ach er s

Mi chigan

Indiana
1. Often
2. Somet ime s
3. No
Total

38 .8
27.2
31.0

16 .0
28 .7
51.7

18 .7
52.4
28.9

97.0

96 .4

100 .0

Signif ica nt

at

df = 4

X 2 = 317.51

Ph ilippines

The high c h i - s q u a r e

value i n di ca te d that the percep tio ns

of the s u p e r v i s i n g tea ch ers on the stu den t teachers'
the p e r f o r m a n c e of canteen,
hall du ty we re

.001

playground,

s i g n i f i c a n t l y di f fe ren t.

help in

g y m n a s i u m or assembly
The high chi -sq ua re

value r e s u l t e d from the big d i f f e r e n c e be tw ee n the obs erved
and the e x p e c t e d values for the Indiana cell co nt ai ni ng a much
h ig her p r o p o r t i o n of

"often"

re s p o n s e s

in co m p a r i s o n to the

much lower ones of the ot he r two g r o u p s on the same item.
value,

t o g et h er with the mu ch h i gh er p ro p o r t i o n of

res p on se s from the P h i l ip pi ne s

This

"sometimes"

in c o m p a r i s o n to the lower ones

from M ic hi ga n and Indiana on the same item,

acc o un te d for the

113
si g ni fi ca nt differe nc e.
tion of the
much

Also,

there was mu c h hi gh er p r o p o r ­

"no" res po ns es from Mi chi ga n in c o m p a r i s o n to the

lower ones from the other two groups.

4.34.3

Ad min is tra tor s

Indiana
1. Often
2. Sometimes
3. No
Total

= 26.34

M i ch ig an

23.1
45.5
28.1

18.0
41.0
33.9

25.0
37.5
34.4

96.7

92.9

96.9

df = 4

Significant

The ch i - s q u a r e value in di ca te d that
the a dm i n i s t r a t o r s on the student teachers'
the p e r f o rm an ce of canteen,

gymnasium,

hall duty were s ig n i f i c a n t l y dif fer en t.
of

"often"

Ph i li pp in es

at

.001

the p e r c ep ti o ns
contribution

of

in

p l a y g r o u n d or as sembly
The lower p ro p o r t i o n

re sp on se s from the Mi ch ig an r e s p o n d e n t s

in c o m p a r ­

ison to the higher ones from Indiana and the P h i l i pp in e s for
the same item,

in add it ion to the lower p r o p o r t i o n of

"no" r e ­

sponses from Indiana in c o m p ar is on to the h ig he r ones from
Mi chigan

and the Philippines,

a c c ou n te d for the s i g n if ic an t

difference.
On the va ria ble de a l i n g

with the e ffe ct of the pr ese n ce

of st ud en t teachers on the su p er vi si on of recess,
gymnasium,

p l a y g r o u n d and ass embly hall duty,

a d i f f e r e n c e among the three g e o g r a p h i c

areas.

canteen,

there was cle arl y
The

P hi li pp ine

114
respondents

in all g ro up s r e p or te d more po si t iv e p e r c ep t io ns

of this effect,

with Indiana re sp on de n ts cl o s e l y following.

The Mic hi gan re s po nd en t s chose more of the lower ratings on
this variable.

TABL E 4.35

C OM P A R I S O N OF RES PO N SE S AM ON G T HE THREE G E O G RA PH IC
AREAS FOR C A T E G O R Y 2, S TU D E N T TE A C H E R C O N T R I B U T I O N
TO S CH O OL PROG RAM ACTIVITIES, V 27: BRING, DEVELOP,
PROVI DE OR SU G G E S T ANY NEW I N S T R U C T I O N A L MA TER IA LS
Student Teachers

4.35.1

Indiana
1. A gr ea t many
2. Some
3. No
Total

X 2 = 407.70

Mic hig an

Ph i li pp in es

52.3
39 .2
8.1

11.8
67.1
9.3

20 .6
67.7
11.6

99 .6

88 .2

99 .9

df = 4

S ig n i f i c a n t

at

.001

The c h i - s q u a r e value ind i ca te d that the p e r c e pt io ns
of the s tu den t teache rs on their co n t r i b u t i o n

through s u g g e s t ­

ing or p r o v i d i n g n e w ins tr uc ti on al ma t e r i a l s were si gn i f i c a n t l y
di f fe re nt .

The much hi g he r p ro po rti on

of

"a great many"

re­

s p on se s from Indiana in co m p a r i s o n to the much lower ones from
Mic h ig an

and the Ph il i ppi nes on the same i t e m ,c o n t r i b u t e d to

the high c hi - s q u a r e value.

The c o n s eq ue nt bi g d i f f e r e n c e b e ­

twe en the o b s e r v e d and the exp e ct ed values
r e sp on se cell added to the c h i -s qu ar e
had a very high pr o p o r t i o n of

in Indiana's

value.

Also,

"some"

Mi chigan

"some" r e s p on se s in co m p a r i s o n

115
to the rest of the M ic h i g a n cells;

hence,

a big di f f e r e n c e b e ­

twe en the o b s e r v e d and e xp e c t e d values for this

4.35.2

"some" cell.

Su p e r v i s i n g Tea chers

Indiana
1. A gr e a t many
2. Some
3. No
Total

The c h i - s q u a r e

Ph ili ppi ne s

44 .6
38.8
16 .4

12.4
63.4
22.9

39 .9
57.4
2.7

99.8

98.7

100.0

df = 4

X 2 = 401.76

Michig an

Si gn if ic an t

at

.001

value in d i c a t e d that the p er ce pti on s of

the s u p e r v i s i n g t ea c h e r s on the stude nt teachers'

in flu en ce in

p r o v i d i n g or s u g g e s t i n g n ew i ns t r u c t i o n a l ma ter ia ls were s i g n i ­
fi c a n t l y di ff ere nt .

The much h i g h e r p ro po rt io ns of

many"

Indi ana and the Ph ili p pi ne s

r e sp on se s fro m

"a great

in co mp ar is on

to M i c h i g a n ' s much lower p r o p o r t i o n of res po ns e s on the same
item c o n t r i b u t e d

to the high c h i - s q u a r e value.

low p r o p o r t i o n of
v i si ng t ea ch er s
tion
value.

"no" r es p o n s e s

Also,

the very

from the P hi li ppi ne s u p e r ­

in c o m p a r i s o n to Mi ch ig an 's much high p r o p o r ­

of r e s p on se s for the same item,

added to the chi -s qu ar e

Ther e were b i g d i f f e r e n c e s b et we en the o b s er ve d and

e x p e c t e d values

in the

Indiana and Mic hi gan

"no" res po nse cells.

116
4.35.3

Administrators

Indiana

Mic hig an

P hil ipp in es

39 .6
51.3
6.7

21.8
53.7
22.5

5.6
58.3
36 .1

Total

97.6

98 .0

100.0

X 2 = 460.97

df = 4

1. A gr ea t many
2. Some
3. No

S i g n i fi ca n t

at

.001

The high c h i - s qu ar e va lu e in d i c a t e d that the p e r c ep ti on s
of the a d m i n i s t r a t o r s on the s tu de nt

teachers'

be i ng able to

sugge st or provi de n e w i n s t r u c t i o n a l m at e r i a l s were s i g n i f i ­
c ant ly dif fer ent .
many" r e s po ns es

In dia na 's

in c o m p a r i s o n

very high p r o p o r t i o n of

to the e x t r e m e l y lo w one from

the Philippines,

contributed much

Co rre spo nd ing ly,

the reve rse for the

to the high ch i -s qu ar e

gr o up s ad d ed to the high c h i - s q u a r e
In sum,

res pondents.

value.

in bringing,

ing and s u g g e s t i n g n e w m at e r i a l s

value.

"no" r e sp on se s from both

the Indi ana and P hi l i p p i n e r e s p o nd en ts

the imput of stud en t tea ch ers

"a gr eat

hi gh er

de veloping,

regarded
provid­

than did the Mi chigan

This was true for all thre e g ro up s of respondents.

117
TA B LE 4.36

C O M P A R I S O N OF R ES P O N S E S A M O N G T HE T HR EE G E O G RA PH IC
AREAS FOR C A T E G O R Y 3, S U P E R V I S I N G T E A C H E R C O N T R I ­
B U TI ON TO S C H O O L - R E L A T E D ACTIVITIES, V 32: V I S I T ­
ATION TO O TH E R CL A S S R O O M S OR SCHO OLS

4.36.1

Student Tea ch ers

Indiana
1. A great deal
2. To some extent
3 . Not at all
Total

x 2 = 749.36

M ich iga n

P hi lip pi nes

8.6
21.4
61.5

3.9
28 .5
44 .4

39.9
45.4
14.7

91.5

76.8

100.0

df

= 4

The ch i - s q u a r e values

Si g ni fi ca nt

at

.001

in di c at ed that the pe rce p ti on s

of the student tea chers from the three g e o g r a p h i c areas on
their influe nce upon the s u p e r v i s i n g teachers'

be in g able to

visit cl as sro oms or scho ols wer e s i g n i f i c a n t l y different.
The

much

higher

p r o p o r t i o n of

from the Phil ip pin e r es p o n d e n t s

"a g re at deal"

in c o m p a r i s o n

responses

to the much lower

pr o po rti ons from In di ana and M i ch ig an on the same item,
c o un te d for the high c h i - s q u a r e value.
much highe r p ro p o r t i o n s of

C o rr es pon di ngl y,

ac­
the

"not at all" r e sp on se s from Indiana

and Michig an in c o m p a r i s o n to the much lower pr o p o r t i o n of r e ­
spon se s from the P hi li ppi nes on the same item,
high ch i- sq ua re value.

Furthermore,

there we re big d i f f e r e n c e s

b e t w e e n the o b s er ve d and e x pe ct ed values
Phi l ip pi ne

"to some extent"

added to the

in the Indiana and

r es po ns e cells.

118
4.36.2

S u p e r vi si ng Tea chers

Indiana
1. A gre at deal
2. To some extent
3 . Not at all
Total

x2

= 59.50

Michigan

P h i l i pp in es

6.4
25.9
67.8

3.2
40 .6
54 .8

4.3
31.6
64.2

100.1

98.6

100.1

df = 4

The c h i - s q u a r e values

S i gn if ic ant at

.001

i ndi ca ted that the p e r c e pt io ns

of the su p e r v i s i n g te achers from the three g e o g r a p h i c areas
on their be in g able

to visit other cl a ss ro om s or schoo ls be-

ca u se of the p re s en ce of student tea chers were s i g n i f i c a n t l y
d i ff er ent .

The h i g h e r pr o po rt io n of

"to some extent"

re s p o n s e s

from Mi ch i ga n in c o m p a r i s o n to the lower ones from the ot her
two g ro up s on the same item,
value.

Also,

c o n t r i b u t e d to the high c h i - s q u a r e

the hi gh er pr o p o r t i o n of

"a gr ea t deal" r es p o n s e s

from Indiana in c o m p a r i s o n to the lower ones from
two g r o u p s

the ot he r

added to the ch i -s qu ar e value.

4.36.3

Adm in i st ra to rs

Indiana

Mi chi ga n

P h i l i p pi ne s

23.5
50 .4
23 .8

44.1
53.6
.8

31.4
40.0
28.6

Total

97.7

98 .5

100 .0

X 2 = 335.26

df = 4

1. A gr ea t deal
2. To some extent
3. Not at all

Si gn if ic an t at

.001

119

The c h i - s q u a r e values

i nd i c a t e d that the p e r c e pt io ns

of the a d m i n i s t r a t o r s fr om the three g e o g r a p h i c areas on the
en ha nc e me nt of c l a s s r o o m or sc ho ol vi si ta t io n by the s u p e r ­
vising teachers b e c a u s e of the p re s e n c e of s tu den t teachers
were s ig n i f i c a n t l y di ff er en t.
"not at all" r e s p o n s e s

The much h igh er p ro p o r t i o n of

from the P h i l ip p in e r e s p o n d e n t s in c o m ­

parison to the e x t r e m e l y lower p r o p o r t i o n of r es p o n s e s from
the Michigan r e s p o n d e n t s
the high c h i - s qu ar e

for the same item,

value.

Also,

c o n t r i b u t e d to

the higher p r o p o r t i o n of

"a

gre at deal" r e s p o n s e s from the Mi c h i g a n g r o u p in c om p a r i s o n
to the lower ones fr om
item,

India na and the Ph i li pp in es on the same

added to the high c h i - s q u a r e
In sum, on the

value.

v a r i a b l e — s tu de nt teac he r impact on s u p e r ­

vising teacher vi sit s to other c la s s r o o m s

and schools,

g eo g r a p h i c a r e a s r e p o r t e d s i g n i f i c a n t di ffe r en ce s.
a variat ion across g r o u p s ^ h o w e v e r .
teacher

There was

The Ph il ip pi ne student

re sp on se s wer e g e n e r a l l y high,

teache rs g e n e r a l l y higher,

the three

the M i ch ig an su pe rv i si ng

and the P h i li pp i ne ad mi ni st ra t or s

ge n e r a l l y lower th an the ot her groups.

120
TABL E 4.3 7

C O M P A R I S O N OF R E S P O N S E S A M O N G THE THREE GE OG RA PH I C
AREAS FOR C A T E G O R Y 3, S U P E R V I S I N G TEA CH ERS C O N T R I ­
BU T IO N TO S C H O O L - R E L A T E D ACTIVITIES, V 33:
COMMIT­
TEE W O R K IN S CH OOL WITH PUPILS

4.37.1

Stud ent T e a ch er s

Indiana
1 . A gre at deal
2. To some extent
3. Not at all
Total

x 2 = 142.75

Mi chi ga n

Ph ilippines

30.8
26 .9
31.5

13.5
37.0
24.8

17.2
41.1
41.7

89 .2

25.3

100.0

df = 4

S ig n i f i c a n t

at

.001

The c h i - s q u a r e value in d i c a t e d that the pe rce pt ion s
of the stud en t t e ac he rs on their role to make it possible
for the s u p e r v i s i n g te ac h er s to do some co mm i tt ee work in
school with p upi ls were s i g n i f i c a n t l y diffe ren t.
pr o p o r t i o n a t e

"a gr ea t deal"

The d i s ­

r e s p o n s e s from the three g e o ­

g r a p h i c areas c o n t r i b u t e d h e a v i l y to the c h i - sq ua re value.
The c on s e q u e n t d i f f e r e n c e s b e t w e e n the o b s er ve d and the e x ­
pected values in the

Indiana and Mic hi gan

cel ls added to the high c h i - s q u a r e

value.

"to some extent"

121

4.37.2

Su per vi si ng Tea che rs

Indiana

P h i l i pp in es

34.1
37.4
28.5

12.6
62.8
23.1

31.7
51.3
16 .9

100 .0

98 .5

99 .9

1. A gr e a t deal
2. To some extent
3. Not at all
Total

Mi chi gan

= 142.75

df = 4

The c h i - s qu ar e values

S ig n i f i c a n t at

i n d ic at ed

.001

that the p er c e p t i o n s

of the s u p e r v i s i n g teachers on the s u p e r v i s i n g teachers'

avail­

a b il it y for c o m mi tt ee work in school wit h p u pi ls b e c a u s e of
the pr e s e n c e of the student te ach ers d i f f e r e d s ig ni fi ca ntl y.
The much hi g h e r p r o p or t io ns of

"a gr e a t deal"

Indiana and the Ph i li p pi ne s in c o m p a r i s o n

r e s p o n s e s from

to the much

lower

one from the Mic hig an s up e r v i s i n g te ac h er s on the same item,
re s u l t e d in the high c h i - sq ua re
the lower p ro p o r t i o n of the
P h i l i p p i n e r e s p on de nt s

values.

"not at all"

r es p o n s e s

Furthermore,

c o n t r i b u t e d to the

the d i f f e r e n c e b e t w e e n the

o b s e r v e d and ex p e c t e d values for the M i ch ig an
"to some extent"

cells,

from the

in c o m p a r i s o n to the h i g h e r ones from

Mi ch ig an and Indiana on the same item,
c h i - s q u a r e value.

In like manner,

and Indiana

with Mi c h i g a n ' s s e l e c t i o n of that

c ho ice b e i n g hi gh er and Indiana's
to the high c hi - s q u a r e value.

lower than expected,

added

122
4.37.3

Administrators

Indiana
1. A gr e a t deal
2. To some extent
3. Not at all
Total

Philippines

28.3
50.5
16 .6

51.2
46.3
.9

51.4
42 .9
5.7

95.4

98.4

100.0

df = 4

X 2 = 256.74

Mi chi ga n

.001

Si g n i f i c a n t at

The c h i - s q u a r e value i nd i c a t e d that the p er ce pti on s
of the a d m i n i s t r a t o r s

on the e n h a n c e m e n t of c o m mi tt ee work

with pu pils by the s u p e r v i s i n g te ach ers b e c a u s e of the pr esence
of the s t ud en t tea ch er s wer e s i g n i f i c a n t l y diffe ren t.
much h ig he r p r o p o r t i o n of

"not at all"

in c o m p a r i s o n to the much

lower pr o p o r t i o n s

and the P hi l i p p i n e a d m i n i s t r a t o r s
for the s ig n i f i c a n t di f fe re nc e .
lower p r o p o r t i o n of
administrators

res p on se s from

In like manner,

ac cou nt ed

the much

r es p o n s e s from the

Indiana

in c o m p a r i s o n to the much hi gh e r ones from

Mi c h i g a n and the P hi l i p p i n e s on the same item,
the high c h i - s q u a r e
A l th ou gh

Indiana

from the Michigan

for the same item,

"a gr e a t deal"

The

c o n t r i b u t e d to

value.

there was a si g n i f i c a n t d i f f e r e n c e

on the

p e r c e p t i o n s of the th re e g e o g r a p h i c areas on the role the
stude nt t e ac he rs p l a y e d in e na b l i n g the s u p e r v i s i n g te achers
to work in sc ho ol c o m m i t t e e s wi th pupils,
p o si ti ve p e r c e p t i o n s on this variable.

the three areas had

The a dm in is tr at or s

from the three areas had the hi gh est p o s it iv e perceptions,

123

fo ll ow ed by the s u p e r v i s i n g t e a c h e r s ,with the student t e a c h ­
er g r o u p s ha vi ng the least p o si ti ve perceptions.

TABLE 4.38:

C O M P A R I S O N OF R E S PO NS ES AMON G THE THRE E G E O ­
G R A P H I C ARE AS FOR C A T E G O R Y 3, S U P E R V I S I N G TEACHER
C O N T R I B U T I O N TO S C H O O L - R E L A T E D ACTIVITIES, V34:
P R O F E S S I O N A L R E A D I N G OR W R IT IN G

4.38.1

Stude nt Te ach ers

Mi chigan

Indiana
1. A gr e a t deal
2. To some extent
3. Not at all
Total

X 2 = 141.88

Philipp ine s

30.8
26 .9
31.5

7.7
31.3
21.5

17.2
41.1
41.7

89.2

60 .5

100.0

df = 4

Signifi can t

at

.001

The c h i - s q u a r e value i n d ic at ed that the percep tio ns
of the stude nt tea ch er s on their in flu en ce up on available
time the s u p e r v i s i n g tea che rs g a v e

to pro fe ss io na l read ing

or w r it in g were s i g n i f i c a n t l y dif fer en t.
p r o po rt io n of

"a gr e at deal"

The much highe r

re sp on se s from the Indiana

g r o u p in c o m p a r i s o n to the much lower ones from Michigan
and the Philippines,
square value.
of

a c c o u n t e d h e a v i l y for the high chi-

In the same manner,

"to some extent"

r e s po n se s

pine gr ou p s in c o m p a r i s o n
of r e s po ns es
value.

the much higher pr opo rt ion s

from the Mi chigan and the P h i l i p ­

to India na' s much lower p ro po rt ion

for the same item,

added to the high c h i -s qu ar e

124
4.38.2

S u p e r vi si ng

Tea ch er s

Indiana
1 . A great deal
2 . To some extent
3.Not at all
Total

X 2 = 200.16

M ich ig an

34.1
37.4
28.5

12.6
62.8
23.1

31.7
51.3
16 .9

100.0

98 .5

99 .9

S i g n if ic a nt

df = 4

The c h i - sq ua re

P h i l i pp in es

at

.001

value i n d i c a t e d that the pe r c e p t i o n s

of

the s up er vi si ng te achers on their e n h a n c e m e n t of p r o f e ss io n al
re a din g or w ri ti ng b ec au se of the pr e s e n c e of stud ent teachers,
were s i g n i f ic an tl y di fferent.
"a great deal"

The much

re sp on se s from M ic hi ga n

lower p r o p o r t i o n of
in c o m p a r i s o n

much h ig he r ones from Indiana and the Philippines,
he a v i l y for the high ch i - s q u a r e

value.

to the

a c c o un te d

In addition,

the

M i ch ig an and the Ph il ipp ine r e s p o n d e n t s h ad much h ig he r p r o ­
po rti ons of

"to some extent"

Indiana for the same item.

re s p o n s e s

in c o m p a r i s o n

Fu rth ermore,

to

the d i f f e r ­

ences between~thfe o b s er ve d and the d x p e c t e d values
in the Indiana and the P h i l ip pi ne
wi t h

"not at all"

Indiana h igh er and • the Ph i l i p p i n e s

values,

added to the high c h i - s q u a r e

re s p o n s e cells ,

lower than e x p e c t e d

value.

125
4.38 .3

Administrators

Indiana
1. A gr eat deal
2. To some extent
3. Not at all
Total

Michigan

15.0
46 .1
33 .0

48.3
48 .3
1.0

50.0
31.3
18.8

94.1

97.6

100.0

df = 4

X 2 = 544.02

Ph ilippines

Si gni fic an t

at

.001

The c h i - s q u a r e value i n d ic at ed that the pe rc e pti ons
of the ad mi n i s t r a t o r s
s tu den t tea chers
r ea di ng

on the e f fe ct of the pre se nce of the

on the s u p e r v i s i n g teachers'

pro fes si on a l

and w r i t i n g were s i g n i f i c a n t l y different.

lower p r o p o r t i o n of
p o r t i o n of

"a grea t deal"

"not at all"

res po ns es

The much

re spo nse s and highe r p r o ­
from

Indiana a c c ou nt ed for

a large part of the d if fe ren ces .
To sum,

a l th ou gh

the p er c e p t i o n s on p ro f e s s i o n a l r e a d ­

ing and w r i t i n g by the s u p e r v i s i n g tea che rs were s i g n i f i ca nt ly
different,

all three g e o g r a p h i c

areas had high pos itive

ceptions.

Of the three Mi chi gan groups,

had the h i gh es t positiv e p e r c e pt io ns

per­

the adm in is tr a to rs

while the Indiana

and

the Phi li pp i ne su p e r v i s i n g t e ac he r g rou ps had the highe st
p o s i t i v e p er ce pti ons .
geographic

The s tu den t teacher gr oup s in the three

areas had the least p os it iv e p e r c e p t i o n s .

126

TA B LE 4.39

C O M P A R I S O N OF RE SP ON SE S AM ON G TH E THR EE G E O ­
G R A P H I C AREAS FOR C A T E G O R Y 3, S U P E R VI SI NG
T E A C H E R C O N T R I B U T I O N TO S C H O O L - R E L A T E D ACT IVI TI ES
V 3 5 : W O R K WITH STAFF OR S CH OOL OR DEP AR TM EN T

4.39.1

Student Tea ch ers

Ind iana
1. A gr e at deal
2. To some extent
3. Not at all
Total

X

2

= 122.54

Mi chi gan

19.8
33.3
38.7

16 .8
42.9
15 .0

21.5
46 .1
32.4

91.8

74.7

100.0

df = 4

The c h i - s q u a r e
of the st ud en t

value

Signific ant

.001

ind ic a te d that the pe rce pti on s

to he l p the p ri nc ipa l or othe r teachers

were s i g n i f i c a n t l y diff er ent .
r e sp on se s

from

to the high c h i - s q u a r e

value.

"not at all"

The much h igh er pro po rt io ns of

Indiana and the Ph il ipp ine s in

c o m p a r i s o n to M i c h i g a n ' s much

p r o p o r t i o n of

at

te ac h er s on their b e i n g able to fa ci litate the

s u p e r v i s i n g t e ac he rs

"not at all"

Philippines

lower one c o n t r i b u t e d heav ily
Also,

re spo ns es

Mic hig an 's much lower
in c om p a r i s o n to the

ones from Indiana and the Ph ili pp i ne s on the same item ,ad de d
to the high c h i - s q u a r e

value.

127

4.39.2

S u p e r v i s i n g Te ac he rs

Mi ch ig an

India na

1. A grea t deal
2. To some extent
3. Not at all
Total

14.7
38.3
47.0

14.6
57.5
26.2

34.2
51.9
13.9

100.0

98.3

100.0

Si g n i f i c a n t at

df = 4

X 2 = 391.44

The c h i -s qu ar e

Phi li pp in es

.001

value i n d i c a t e d that the p e r c e p t i o n s of

the su p er v is in g t ea ch er s on their be i n g able to wor k with
staff or d e p ar tm en t b e c a u s e of the re l e a s e d time g i v e n them
through

the s tu den t teachers'

di fferent.

p r e s e n c e were s i g n i f i c a n t l y

The much higher, p r o p o r t i o n of

"not at all"

sponses from Indiana in c o m p a r i s o n to the much
the Philippines,
value.
deal"

re­

lower one from

c o n t r i b u t e d h e a v i l y to the high ch i - s q u a r e

In like manner,

the mu c h h i g h e r p r o p o r t i o n of

respo ns es from the P hi l i p p i n e

s u p e r v i s i n g tea che rs

co m p a r i s o n to the much lower one from
on the same item added to pr o d u c e

"a grea t
in

Indi ana and Mi chi ga n

the high ch i - s q u a r e

value.

128
4.39.3

Administrators

Indiana
1. A gr e at deal
2. To some extent
3. Not at all
Total

Mic hig an

P hil ipp in es

23 .1
54 .2
20.6

56 .6
41.5
.4

60 .6
33 .3
6.1

97.9

98.5

100 .0

= 475.00

df = 4

S ig n i f i c a n t at

.001

The c h i - s q u a r e value i n d ic at ed that the p e r c ep ti on s of
the a d m i n i st ra to rs

on the e n h a n c e m e n t of w o r k i n g wi t h staff

of school or d ep a r t m e n t by the s u p e rv is in g te ach er s beca use
of the pr es e nc e of the s tu den t
di f fer ent .

we re s ig n i f i c a n t l y

The much h i g h e r pr o p o r t i o n of

spon se s from the Philippines,
ones from Michigan

"a gr ea t deal"

Co rr esp on din gly ,

re­

in co m p a r i s o n to the much lower

and Indiana on the same item,

to the high c hi - s q u a r e

some extent"

teachers,

c o n t ri bu te d

value.
the much higher p r o p o r t i o n of "to

r e s po ns es from the Indiana g r o u p in co m p a r i s o n

to the much lower ones from M i c hi g an and the Ph i li pp in es on
the same item,

also added to the high c h i - s q u a r e value.

On the role of the s tu den t teachers
sible for the s u p e r v i s i n g tea ch ers
p a rt me nt

in school,

perceptions

to work with staff or d e ­

the three g e o g r a p h i c areas had po sitive

al tho ug h there was a si g ni fi ca nt d i f f e r e n c e

their per ceptions.
Indiana,

in ma ki ng it p o s ­

in

In all three g rou ps of r e s p on de nt s from

there were much hi ghe r p r o p or ti on s of

"not at all"

129

r e sp on se s from the ones from Mi ch i ga n and the Ph i l i p p i n e s
the same item.

The a d m i n i st ra to rs

areas had the h ig hes t p erc ep tio ns

on

in the three g e o g r a p h i c
in co m p a r i s o n to the s u p e r ­

vis in g teach er and stud ent teac her groups.

TABL E 4.40:

C O M P A R I S O N OF R E S PO NS ES AM O NG THE TH RE E G E O ­
G R A P H I C AREAS FOR C A T E G O R Y 3, S U P E R V I S I N G
TE A CHE R C O N T R I B U T I O N TO S C H O O L - R E L A T E D A C T I ­
VITIES, V 37:
A SS I S T A N C E TO P R I N C I P A L OR
OT H ER TE ACH ER S

4.40.1

Student Te ach ers

Indiana
1. A gr e a t deal
2. To some extent
3. Not at all
Total

X 2 = 96 .35

Mi chi gan

Ph i li pp in es

20.6
28 .8
37.1

10.0
39.0
21.6

19 .9
52.3
27.7

86 .5

70 .6

99 .9

df = 4

Si g ni fic ant

at

.001

The c h i - s q u a r e value i n d i ca te d that the p e r c e p t i o n s
of the student tea che rs on the a va il a bi li ty of the s u p e r ­
vi si ng tea ch e rs

to h e l p the p r in ci pa l or other te ach er s b e ­

cau se of their pre se nc e were s i g n i f ic an tl y d if fer en t.
hi g he r p r o p o r t i o n of

"to some extent"

P h i li pp in e re sp o nd en ts

The

re spo nse s from the

in c o m p a r i s o n to the lower ones from

India na and Mi chigan on the same item,
to the high c hi - s q u a r e value.

contributed heavily

The d i s p r o p o r t i o n a t e r e s po ns es

from the three g e o g r a p h i c areas for the
also a dd ed to the high c hi - s q u a r e value.

"not at all"

r e sp on se s

130
4.40.2

Supervising

Teachers

Indiana

7.7
55 .1
35 .5

30 .2
54 .0
15.9

100.0

98 .3

100 .1

df = 4

X 2 = 330.32

The c h i - s q u a r e

.Significant at

value indicated

of the s u p e r v i s i n g

teachers

p la y e d

the s u p e r v i s i n g

in e n a b l i n g

ci pa l or o t h e r

teachers

mu c h h i g h e r p r o p o r t i o n
Philippine
fro m

greatly

were
of

respondents,

Indiana

pine s u p e r v i s i n g

teachers

fro m

In d i a n a

"a g r e a t d e a l "

at all"

value.

t e ac he rs

to h e l p the p r i n ­

responses

to the muc h
item,

responses

in c o m p a r i s o n

The

from the
lower ones

contributed

Correspondingly,

the much

from the P h i l i p ­

to the m u c h h i g h e r

and M i c h i g a n on the sam e

the hi g h c h i - s q u a r e

the p e r c e p t i o n s

significantly different.

to the hig h c h i - s q u a r e .
"not

.001

the s tu d e n t

teachers

and M i c h i g a n on the sa m e

of

that

on the r o l e

in c o m p a r i s o n

lower p r o p o r t i o n

ones

Philippines

15 .5
38 .0
46 .5

1. A g r e a t de a l
2. To so me e x t e n t
3. Not at all
Total

Michigan

item,

ad d ed

to

131
A d mi ni st ra to rs

4.40.3

Indiana
1. A gre at deal
2.To some extent
3 . Not at all
Total

Mic h ig an

16.5
52 .8
28 .4

53 .5
44 .0
.8

62.9
20.0
17.1

97 .7

98.3

100.0

Si g ni fi ca nt

at

df = 4

X 2 = 670.52

Ph ilippines

.001

The c h i - sq ua re value in d i c a t e d that the pe rc ep ti on s
of the a d m i n i s tr at or s on the a v a i l a b i l i t y of the s up er vi si n g
teachers

to he lp the pr inc ip al or oth er te achers b e ca us e of

the p re se nc e of the student tea ch e rs were
ferent.

The m u c h hi ghe r p r o p o r t i o n of

si g n i f i c a n t l y d i f ­

"a gr e a t deal"

from the P h i l ip pi ne a d mi ni s tr at or s

in c o m p a r i s o n

lower p r o p o r t i o n of respo nse s

Indiana,

from

"to some extent"

r e s po ns es

to the much

ac co un t ed heav ily

to the high c hi - s q u a r e value. C or re spo nd ing ly,
p r o p o r t i o n of

respo nse s

tne much higher

from the

Indiana

g r o u p in c o m p a r i s o n to the much lower ones from the P h i l i p ­
pine and Mic hi gan groups,

c o n t r i b u t e d to the high c h i - sq ua re

value.
Al th ou gh the p er ce pt io n s from the three g eo g r a p h i c
areas on the e ffe ct the s tu den t te ac h er s had in ma k i n g

it

pos si bl e for the s u p e rv is in g tea che rs to he l p the p ri nci pa l
or oth er tea chers wer e s i g n i f i c a n t l y different,

the res po nde nt s

were one in e x p r e s s i n g p os i ti ve p e r c e p t i o n s on this variable.
The s u p e r v i s i n g teachers

and a d m i n i s t r a t o r s

areas ha d much higher po sit iv e p e r c e p t i o n s
stud en t

teachers.

from the three
than those of the

132
TA B LE 4.41

C O M P A R I S O N OF RE SP ON SE S AM O NG THE TH R EE GE O G R A P H I C
AREAS FOR C A T E G O R Y 5, A D M I N I S T R A T O R W O R K LOAD,
V65: TIME OF OT HE R TE AC HI NG S B E I N G MADE AV AI LA BL E
BY THE S T U D E N T T E A C H E R S ' H A N D L I N G SOME OF THE IR
ASSIGNED RESPONSIBILITIES

A d m in is tr a to rs
Indiana
Mi ch i ga n
Increased your
work load
2. Made no chagne
3. Dec r ea se d your
work load

P hi lip pi nes

1.

Total

= 622.71

4.1
61.3

3.9
67.2

30.3
30.3

19.5

12.3

39 .4

84.9

83 .4

100.0

df = 4

The c hi - s q u a r e
the a d m i n i st ra to rs

Significant

value i n d i ca te d that the

on the change of their work

at

.001

judgment of
load as a

result of the r el ea se d time gi v e n to oth er tea che rs by the
stude nt teache rs who took over some of their ac ti vi ti es
regul ar teachers,

were s i g n i f i c a n t l y di f fe ren t.

The much

h ig her pr op o rt io n of

"i ncreased your work

from the P hil ipp in es

in c o m p a r i s o n to the mu c h lower ones

from Indiana and Michigan,
ch i - sq ua re
of

value.

re spo nse s

c o n t r i b u t e d g r e a t l y to the high

In like manner,

"made no change"

load"

as

r es po nse s from

the much hi g h e r pr o por tio n
India na and M i ch ig an in

c o m p a r i s o n to the much lower one from the Ph i li pp i ne s for
the same res pon se

also added he a v i l y to the c h i - s q u a r e

value.

The re su lt in g d i f f e r e n c e s b et w e e n the o b s e r v e d and ex pe ct ed
values in

the

"decreased your work

load"

r e s p o n s e cells for

Mic higan and the Ph il ip pi nes with M i c h i g a n ' s

lower and the

133

P h i l i p p i n e ' s h i g h e r than e x p e c t e d values,
the high c h i - s g u a r e

added furth er to

value.

The mod al r es p o n s e

from the Indiana and Mi chi ga n a d ­

m i n i s t r a t o r s on the he l p they got from the other teachers
wh o s e t e ac hi ng r e s p o n s i b i l i t i e s were taken over by the student
te ac he rs

was

"made no change"

the P h i l ip pi ne s was

TA B L E 4.42

whil e the modal r e s po ns e from

"de cr ea se d work load".

C O M P A R I S O N OF R E S P O N S E S AM O NG THE THRE E G E O ­
G R A P H I C AREAS FOR C A T E G O R Y 4, S U P E R V I S I N G
T E A C H E R WO RK LOAD V 5 0 : T E AC H IN G

S u p e r v i s i n g Te ach ers
Indiana
1.
2.
3.
4.
5.

I n c re as ed a gr ea t
1.2
deal
In cr e as ed to some
3.7
extent
R e m a i n e d about the
13.2
same
Re d u c e d to some
46.3
extent
Re d u c e d a g r e a t
35.6
deal
Total

X 2 = 1590.16

100.0

df = 8

Michig an

Phili ppi nes

1.5

5.3

8.0

36.8

15.6

43 .2

50.4

12.6

23 .2

2.1

98.7

100.0

S ig ni fic an t

The c h i - s q u a r e valu e i n d i c a t e d that
of the s u p e r v i s i n g tea ch er s on the chang e

at

.001

the pe rc ep ti on s
in their tea ching

load b ec a u s e of the p r e se nc e of the stud ent te achers were
s i g n i f i c a n t l y d if fe re nt.

134
The much hi ghe r p r o p or ti on of

"remained about the

same" respon se s from the Ph il ipp in e re sp on de nt s

in c o m p a r ­

ison to the much lower ones from Mic hi gan and Indiana,
c ou nt ed heav ily for the hi gh c h i - s q u a r e value.
lower pro po rt io n of
the Ph il ip pi nes

"reduced to some extent"

the high c h i - sq ua re

value.

r es po nse s

the Ph il ipp in e r e ­
"i ncreased to some

in c o m p a r i s o n to the much lower ones from

Indiana and Michigan.

C or re spo nd ing ly ,

"reduced a great deal"

r e s po ns es

gan 's

re sp ons es from

also c o n t ri bu te d to

Furthermore,

sp on den ts had much h ig he r p r o p o r t i o n of

vising tea chers

The much

in c o m p a r i s o n to the much hi ghe r ones from

Indi ana and Mic hi ga n on the same item,

extent"

ac­

only 2.1% sel ected

from the Phi lip pin e s u p e r ­

in c o m p a r i s o n to India na' s

35.6 % and M i c h i ­

19%.
The su p e r v i s i n g tea ch e rs from the Ph il ipp in es tended

to think of their t e a ch in g load as ha vi ng

i nc re ase d or r e ­

m a i n e d about the same wi th the p r es en ce of student teachers
wh i le Mic h ig an and In di an a s u p e r v i s i n g te achers o v e r w h e l m i n g ­
ly felt that their

t e ac hi ng r e s p o n s i b i l i t y was reduced.

135
TABLE 4.43

C OM P A R I S O N OF R ES P O N S E S A M O N G THE TH RE E G E O ­
GR A PHI C AREAS FOR C A T E G O R Y 4, S U P E R V I S I N G
T EA CH ER WORK LOAD, V 51: L ES SO N P L A N N I N G

S up er vi si ng T e ac he rs

Indiana

1

.

2.
3.
4.
5.

Mi chi ga n

Increa se d a great
deal
4.5
Increased to some
extent
4.9
Re ma in ed about the
same
27.6
Re d uce d to some
extent
37.1
Reduc ed a great
deal
15.9
Total

90.0

X 2 = 579.28

df = 8

Philipp ine s

5.2

5.8

23.2

30.2

32.7

45.5

29 .3

16 .9

8.1

1.6

98.5

100 .0

Significant

at

.001

The c hi - s q u a r e value i n d i c a t e d that the pe rc ep ti on s
of the s u p e r v i s i n g teache rs on the change

in the time they

spent in lesson pl an ni ng with the p r e s e n c e of the student
te ac her s were si g n i f i c a n t l y d i f f er en t.
por t io ns of
deal"

"reduced to some ex te nt"

and

The mu c h h ig her p r o ­
"r educed a great

re sp o ns es from the Indiana and M i c h i g a n respondents,

in c om p a r i s o n to the much lower ones
re s po nde nts

on the same items,

from the Ph il ip pi ne

a c c o u n t e d for the si g ni fi ca nt

difference.
On the ef fe ct of the p r e s e n c e of s tu de nt tea che rs on
the lesson p l a n n i n g r e s p o n s i b i l i t y of the s u p e r v i s i n g
teachers,

the Phili pp ine s u p e r v i s i n g

te ac he rs

te n de d to feel

that their lesson p l an ni ng load e i t h e r i n c r e a s e d or rem a in ed

136

about the same wh il e the M i c h i g a n and Indiana su pe rv is in g
tea ch er s

t ho ugh t their lesson p la n n i n g r e sp o n s i b i l i t y reduc ed

or r e m a i n e d about the same wi t h the pr es e nc e of stud en t t e a c h ­
ers .

TA B LE 4.44

C O M P A R I S O N OF R E S P O N S E S AM ON G THE THR EE G E O GR AP HI C
AREAS FOR C A T E G O R Y 4, S U P E R V I S I N G TE A C H E R WORK
LOAD, V 52: PAPER G RA D I N G

Su p e r v i s i n g Te ach ers
Indiana

Michigan

Ph ilippines

1 . Inc r ea se d a great
.9
deal
I n cr ea se d to some
2.7
extent
3 . R e m a i n e d about the
20 .6
same
4. Re d u c e d to some
42.8
exten t
5 . R e d u c e d a gr eat
32.9
deal
99 .9

2.3

6.8

4.8

27.4

24.1

40.0

46.8

24.7

19.0

1.1

9 7.0

100.0

2.

Total

2
X =165.46

df = 8

Si gni fic an t

at

.001

The c h i - s q u a r e value i n d i c a t e d that the p er ce pt io ns
of the s u p e r v i s i n g teache rs on the effec t of the pre sence
of the s tu den t
t e ac he rs gave

te ach ers on the a mou nt of time the su p er vi si ng
to paper g r a d i n g were s ig n i f i c a n t l y different.

The mu c h h i g h e r p ro p o r t i o n s of
"i n cr eas ed to some extent"
s p o nd en ts

"in cre as ed a gr e at deal"

and

r e s p o n s e s from the Phi li p pi ne r e ­

in c o m p a r i s o n to the much

lower pro po rt io ns

I n di an a and Mic hi ga n on the same item,

from

a cc ou nte d h ea vi ly for

137
the high ch i - s q u a r e value.
h ig her pr o po rt io n of

Co rre spo nd ing ly,

"reduced to some extent"

the very much
and

"reduced

a gr e at d e a l ” res p on se s from the much lower ones

from the

othe r two gr oups on

high chi-

the same items,

added to the

sq uare value.
The modal r e sp on se of the Phi li pp in e s u p e r vi si ng
tea che rs on the ch an ge in their pap er g r a d i n g
of the pre sen ce of stude nt tea ch e rs was
same" whil e

Indiana

their pap er g ra d i n g

TABLE 4.45

load becau se

"remained about the

and Mic hi ga n s up e r v i s i n g tea che rs

felt

r e s p o n s i b i l i t y reduced.

C O M P A R I S O N OF R E S P O N S E S AMO NG THE THR EE GE OG RAP HI C
AREAS FOR C A T E G O R Y 5, A D M I N I S T R A T O R WO RK LOAD, V
56: A D D I T I O N A L RE PO RT S R E G A R D I N G S TU DEN T T E A CH IN G

Adm in is tr at or s
Indiana

Mi chigan

Philippines

1 . In cr eas ed your
work load
2. Made no change
3. De cr ea s ed your
work load
Total

X 2 = 165.46

62.5
32.7

47.0
46.2

71.0
22 .6

.2

1.0

6.5

95 .4

94 .2

100.1

df = 4

The c h i - sq ua re

Si gn if ic an t at

.001

value i n di c at ed that the per ce pt io ns

of the a d m i n i st ra to rs on the ch ang e of their work load b e ­
cause they had to wr i te a d d it io n al reports r e g ar di ng student
tea ch ing were s i g n i f i c a n t l y diff er ent .
p r o po rt io n of

The much higher

"in creased your work load" r e sp on se s from the

138
Phi l ip pi ne a d mi ni st ra to rs

in c o m p a r i s o n to the much

one from Mi chigan on the same item,
the high c h i - s gu ar e value.
of

lower

a c c o u n t e d h e a v i l y for

Indiana's mu c h lower pr o p o r t i o n

"decreased your work load" r e sp on se s

in c o m p a r i s o n to the

much hi gh er p r o po rt io n of re sp on se s from the P h i l ip pi ne s on
the same item,

also added to the high c h i - s q u a r e value.

The a d mi ni st r at or s from the three areas felt that
r e n d er in g ad di tio na l reports
their work

TAB LE 4.46

about st ud ent

t e ac hi ng

i n cr ea se d

load.

C O M P A R I S O N OF R E S P O N S E S A M O N G THE TH R EE G E O ­
G R AP HI C AREAS FOR C A T E G O R Y 5, A D M I N I S T R A T O R
W O R K LOAD, V5 7: C O U N S E L I N G S T U D E N T TE AC H ER S

A d mi ni st r a t o r s

Indiana
Incre ase d your
work load
2. Made no change
3. D e c re as ed your
work load

M i ch ig an

P h il ip pi nes

1.

Total

= 111.12

46.5
46 .4

55 .0
37.2

64.7
29.4

1.2

1.6

5.9

94.1

93.8

100.0

df = 4

Significant

at

.001

The c h i - s gu ar e value i n d i ca t ed that the p re c e p t i o n s
of the a d m i n i s tr at or s on the effect of the pr e s e n c e of s t u ­
dent

teachers on the time the a d m i n i s t r a t o r s g a v e in c o u n ­

seling them wer e si gn i f i c a n t l y di ff er ent .

The much

h ig h e r

139
p r o po rt io n of

"dec re ase d your work load" re sp on se s from the

P h il ipp in e r e s p o n d e n t s

in c o m p a r i s o n to the much lower ones

from I nd ian a and M i c h i g a n for the same response,
to the lower p r o p o r t i o n of

in ad dit ion

"made no change" re sp on se s from

the P h i l i pp in e s as c o m p a r e d to the much h ig he r pro po rt io n
of Indiana r e s p o n s e s for

the same item,

a c c ou nt ed for the

high c h i - s q u a r e value.
More than o n e - h a l f of the Mi chi ga n and Phi lip pi ne
a d m i n i s t r a t o r s felt that c o u n s e l i n g st ud en t tea chers
their work

load wh i l e

in b e t w e e n

"made no chan ge "

TABLE 4.47:

Indi ana ad ministrators'
and

increased

pe rc ep ti on s were

"in creased work load".

C O M P A R I S O N OF RE S P O N S E S A MO NG THE THREE G E O ­
G R A P H I C AREAS FOR C A T E G O R Y 5, A D M I N I ST R AT OR
WORK LOAD, V 58:
S E L E C T I O N OF SU P E R V I S I N G
T EA C H E R S

A d m i n i st r at or s
India na
Inc re as ed your
work load
2. Made no change
3. D e c r e a s e d your
work load

Mi chigan

Philippines

1.

Total

X^= 42.79

The c h i - s q u a r e

44.2
49 .3

49 .8
39 .5

48 .4
48.4

.1

1.5

3.2

93.6

90.8

100.0

df = 4

S ig ni fic an t at

.001

value in d i c a t e d that the p e rc ep tio ns

of the a d m i n i s t r a t o r s on the ch an ge in their work load because

140
of the time they spent in s e l e c t i n g s u p e r v i s i n g teachers were
s i g n i f i c a n t l y d if fe re nt.
c r ea se d your work
istrators

The much h i gh er p r o p o r t i o n of

load" r es p o n s e s from the P hi lip pi ne a d m i n ­

in c o m p a r i s o n to the mu ch

re s po nd en ts on the same item,
c h i - sq ua re value.

"de­

Also,

and the ex pe c te d values

lower one from

Indiana

c o n t r i b u t e d he a v i l y to the high

the d i f f e r e n c e s b e t w e e n the obs e rv ed
in the

sponse cells for Mic hi g an

" in cr ea sed your work

and the Philippines,

load" r e ­

whe re M ic hi ga n's

se le ct io n of this item hi g he r and that of the P hi li pp in es
lower than expected,
Although

added to the high c h i -s qu a re

the pe r c e p t i o n s

from the three g e o g r a p h i c

areas were s i g n i f i c a n t l y dif ferent,

they all felt that their

load in ha ving to se le ct s u p e r v i s i n g te ac h er s

TA B LE 4.48:

value.

was increased.

C O M P A R I S O N OP R E S P O N S E S A M O N G THE THR EE G E O ­
G R AP HI C ARE AS FOR C A T E G O R Y 5, A D M I N I ST RA TO R
WO RK LOAD, V 59: O R I E N T A T I O N OF S TU DE N T TEA CH ERS

Administrators
Indiana
1. Increa se d your
work load
2 . Made no change
3 . Dec re as ed your
work load
Total

= 99.98

Mi chi ga n

Ph ili ppi ne s

58.5
32.2

62.9
31.5

71.0
22.6

.6

1.4

6.5

91.3

95 .8

100.1

df = 4

Si gn if ic an t at

.001

141
The c hi - s q u a r e value i nd ic ate d that the p e r c e p t i o n s of
the ad mi n i s t r a t o r s on the change in their wo r k load b e c a u s e
of the adde d r e s p o n s i b i l i t y of h avi ng to give o r i e n t a t i o n to
the s tu den t te achers were s i g n i f i c a n t l y di ff er en t.
hi ghe r p r o po rt io n of

"decreased your work

the P h i li pp in e ad mi n i s t r a t o r s

load"

The much

r es p o n s e s

in c o m p a r i s o n to I n d ia na 's

from
and

Mi ch ig an 's much lower pr op or t io ns of r e s p o n s e s on the same
item,

h ea v i l y c o n t r i b u t e d to the high c h i - s q u a r e

h ig her pr o p o r t i o n of the
P h i l ip pi ne

"made no change"

a d m i n i s t ra to rs

value.

The

r e s p o n s e s from the

in co m p a r i s o n to the lower ones from

Indiana and Mi chi ga n on the same item,

also ad ded to the high

c h i - s q u a r e value.
Alt ho ug h the pe rc ep ti on s of the a d m i n i s t r a t o r s

from

the three g e o g r a p h i c areas were s i g n i f i c a n t l y dif ferent,

they

were one in e x p r e s s i n g that the o r i e n t a t i o n they gave to the
stud ent te ach ers

TAB LE 4.49

added to their work load.

C O M P A R I S O N OF RES P ON SE S AM ON G THE TH RE E G E O G R A P H I C
AREAS FOR C A T E G O R Y 5, A D M I N I S T R A T O R WOR K LOAD,
V60 : F IN D I N G I N S T R U CT IO N AL MA TE RI AL S

A d mi ni st ra t or s
Indiana
1 . I n cr ea se d your
work load
2. Made no change
3. D e c r e a s e d your
work load
Total
* 2 = 770.32

Mi ch ig an

P h i l i pp in es

19 .2
69.9

15.6
73 .8

35 .7
32.1

2.7

.8

32.1

91.8

90 .2

99 .9

df = 4

Si g ni fi ca nt

at

.001

142

The c h i - s q u a r e value i n d ic at ed that the pe r ce pt io ns of
the ad m i n i s t r a t o r s

on the chang e in their wor k load in findi ng

in s t r u c t i o n a l m a t e r i a l s with the p r e se nc e of the stud ent t e a c h ­
ers we r e s i g n i f i c a n t l y di fferent.
of

The much higher pr op ort io n

"in cre ase d your work load" res po ns es

from the Philippines,

in c o m p a r i s o n with the much lower ones from Indiana and M i c h i ­
gan,

c o n t r i b u t e d g r e a t l y to the high c hi - s q u a r e

like manner,

the much h ig h er p ro p o r t i o n of

re sp on se s from

Indiana and Michigan,

much lower one from the Philippines,
square value.

In

"made no change"

in co m p a r i s o n to the
also ad ded to the chi-

The re s u l t i n g d i f f e r e n c e s be t w e e n the obs e rv ed

and the e x p e c t e d value s

in the

sp ons e ce l ls for M i ch ig an

"decreased your work load" r e ­

and the Philippines,

lower and the P h i l i p p i n e ' s hi gh er than e xp e ct ed
added to the high c h i - s q u a r e
The

value.

with Mic higan's
values,

f ur the r

value.

India na and Mic hi g an

ad mi n i s t r a t o r s were qui te d e ­

fi nite that the ef f e c t of the pre se nce of stud ent te achers on
their r e s p o n s i b i l i t y for fi nd in g i ns t ru ct io na l ma ter ia ls did
not ma k e any ch an ge w h i l e the Phi li pp in e a d m i n i s tr at or

per­

ce p t i o n s were s pr ea d almost eq ua lly on the three responses.

143
TABL E 4.50

C O M P A R I S O N OF R ES P O N S E S AM ON G THE THREE GE OG RA PHI C
AREAS FOR C A T E G O R Y 5, A DM I N I S T R A T O R WORK LOAD, V61:
C O U N S E L I N G S U P E R V I S I N G TEA CHE RS

Administrators
Indiana
In cre as ed your
work load
2. Made no change
3 . D e c re as ed your
work load

Michigan

Philip pin es

1.

Total

47.4
47.3

56 .8
37.5

39 .4
51.5

.5

1.3

9.1

95.2

95.6

100.0

= 175.12

df = 4

The c h i - s q u a r e
the ad m i n i s t r a t o r s
load be c a u s e

Signif ica nt at

value i n d ic at ed that the per ce pt io ns

on the c ha n ge of the administrators'

they had to c ou nse l s up e r v i s i n g teachers,

s i g n i f i c a n t l y di ff ere nt .

The much

c r ea se d your work load" re s p o n s e s
istrators

.001

were
"de­

from the Phi lip pi ne a d m i n ­
and Mic hig an 's much

on the same item,

to the high c h i - s q u a r e value.

work

higher p r o p or t io n of

in c o m p a r i s o n to India na' s

p r o p or ti on s of r e s po ns es

of

lower

co n t r i b u t e d he av il y

Higher pr o po rt io n of

"increased

your work load" re s p o n s e s from the Michigan a d m i n i s tr at or s in
c o m p a r i s o n to the lower ones from the Philipp in es also added
to the high c h i - s q u a r e
To

value.

the a d m i n i s t r a t o r s from the three areas,

s u p e rv is in g tea c he rs

added to their load.

c o u n se l in g

144

TA B LE 4.51

C O M P A R I S O N OF RE S P O N S E S A M O N G THE TH R E E GE O G R A P H I C
AREAS FOR CA T E G O R Y 5, A D M I N I S T R A T O R WORK LOAD, V62:
CO M M U N I C A T I O N WITH PARE NTS

Ad m i n i s t r a t o r s
M i c hi ga n

Indiana
Incre ase d your
work load
2. Made no change
3. De cre ase d your
work load

Ph il ip p in es

1.

Total

47.4
46 .4

56 .8
37.5

39 .4
51.5

1.2

1.3

9.1

95 .0

95.6

100.0

X^ = 152.22

df = 4

The c hi - s q u a r e
the ad m in is t r a t o r s
fact

Significant

on the ch an ge of their wo r k load in the
to p ar en ts

t e ac hi ng were si g n i f i c a n t l y di ff ere nt .
"decreased your work

P h i l i pp in e a dm in is tr at o rs

load"

the high ch i -s qu a re value.

re s p o n s e s

pines'

the lower p r o p o r t i o n

r e sp on se s from the P hi lip pin e

in co m p a r i s o n to the h i g h e r one from the M i c h i ­

Corresponding

res pon se cells,

added to the c h i -s qu ar e

d i f f e r e n c e s b e t w e e n the o b s e r v e d and

e x p e c t e d values of the Mic hi gan
change"

a c c o u n t e d h ea vi ly for

In addition,

gan a dm in is tr at or s on the same item,
value.

from the

in c o m p a r i s o n to the lower ones from

"i ncreased your work load"

a d mi ni st r a t o r s

about student

The mu ch h ig he r p r o ­

India na and Mi chigan on the same item,

of

.001

value i nd i c a t e d that the pe r c e p t i o n s of

that they had to co m m u n i c a t e

po r t i o n of

at

and Ph i l i p p i n e

with M i c h i g an 's

hi ghe r e x pe ct e d values,

to the high c h i - sq ua re value.

resulted,

"made no

lower and the P h i l i p ­
t h e r e b y ad din g f ur the r

145
Althoug h

the p er c e p t i o n s of the a d m i n i st ra to rs

from

the three areas we re s i g n i f i c a n t l y different,

they were one

in e x p r e s s i n g that c o m m u n i c a t i o n with paren ts

about stud ent

t ea c h i n g i n cr ea se d thei r work load to some extent.

TA BLE 4.52

C O M P A R I S O N OF R E S PO NS ES AM O N G THE THRE E GE OG RA PH IC
AREAS FOR C A T E G O R Y 5, A D M I N I S T R A T O R WORK LOAD,
V64:
T I M E OF S U P E R V I S I N G TEA CH ERS MADE AVA IL AB LE
BY THE S T U D E N T TEACHERS' T E A C H I N G OF CLASS ES

Ad m i n i s t r a t o r s
Indiana
Inc re as ed your
work load
2. Made no change
3. D e c r e a s e d your
work load

Mi chigan

Ph ilippines

1.

Total

= 495.95

9.2
45.0

6.0
67.0

29.0
25 .8

31.3

16 .8

45 .2

85 .5

89 .8

100 .0

df = 4

Si gni f ic an t at

.001

The c h i - s q u a r e value i n d ic at ed that the pe r ce pt io ns
of the a d m i n i s t r a t o r s on the change of their work load b e ­
ca u se of the r e l e a s e d time the s u p e r v i s i n g
c a u s e of the p r e s e n c e of student

te achers

teachers had b e ­
thus m ak i ng them

a v ai la bl e to h e l p the a dm in is t r a t o r s were s ig ni fi ca nt ly d i f ­
ferent.

The muc h h i g h e r p ro p o r t i o n of

"increased your work

load" r e s po ns es from the P hi li ppi ne a dm in is t r a t o r s
p a r i s o n to the mu c h lower ones from
the same item,
value.

in c o m ­

Indiana and Mic hi g an for

c o n t r i b u t e d g r e a t l y to the high c h i -s qu ar e

In addition,

the p r o p or ti on s of

"made no change"

146
r es p o n s e s of the a d m i n i s t r a t o r s from Indiana and Mic higan
w e r e muc h h ig he r in c o m p a r i s o n to the much
of re s p o n s e s
item.

lower p r o po rt io n

from the Ph i l i p p i n e a dm in is tr a to rs

for the same

The c o r r e s p o n d i n g o bs e r v e d and h ig he r than exp ec te d

values of the M i c hi ga n and Ph i li pp in e s added fur the r to the
high c h i - s q u a r e value.
On the ch a n g e

in the administrators'

work load becau se

of the he l p they r e c e i v e d from the su p e r v i s i n g teachers w h o s e
c la ss es we re

taken over by the ir student t e a c h e r s ,

r es p o n s e from In d ian a and M i c hi ga n was
that of the P h i l i p p i n e s was

S um mar y of the Fin di ng s
The c h i - s q u a r e

"made no change" while

"de creased work load".

for Part

values

the model

II

in the tw en ty -f ou r variables c o n ­

s id er ed for R e s e a r c h Q u e s t i o n 6 in di ca te d that the percep tio ns
of the r e s p o n d e n t s
f i c a n t l y d i f fe re nt .

from the three g e o g r a p h i c areas were s i g n i ­
For the first c at eg or y d e a l i n g with the

e ff ec t of the p r e s e n c e of the s tu de nt tea che rs on teachi ngl e ar ni ng processes,

the re s p o n d e n t s

from the three areas had

po s i t i v e p e r c e p t i o n s e xc ep t for d i s c i p l i n e
g r o u p s h av i n g mu c h h i g h e r p er c e p t i o n s
on the v a ri a bl e dis ci pli ne,
t e n d e d to be n e u t r a l .

however,

w ith the Phi lip pi ne

than the other two areas
Indiana and Mi chigan

For the second c at e go ry on student

c o n t r i b u t i o n to sc ho ol p ro g r a m activities,

the three areas

had po s i t i v e p e r c e p t i o n s ex cep t for the va ri ab le ha vin g to
do wi t h c o m m u n i c a t i o n with pa re nt s
g an t e nde d to c h o o s e the

in whi ch

"no change"

Indiana and M i c h i ­

response.

For the third

147

c a t e g o r y on the effect of the p r e s e n c e of the st u den t tea ch e rs
on f a c i l i t a t i n g the s u p e r v i s i n g te ac he rs
o th er s ch o o l - r e l a t e d activities,

to p a r t i c i p a t e in

the three areas had p o s it iv e

p e r c e p t i o n s except the var i ab le h a v i n g to do wi th su p e r v i s i n g
t ea che r v i s i t at io n to other c l a s s r o o m s or s ch ool s

in w h i c h the

Indi ana and Mic hi ga n r e s p o n d e n t s

"not at all"

response.

te nd ed to c h o o s e

For ca teg or y d e a l i n g with

the ch an ge in the work

load of the su p e r v i s i n g te ac he r as a re sul t of the p r es en ce
of the stude nt teachers,
t en de d to ch oos e
r e s p o nd en t s

"reduced w o r k load"

tende d to ch oo se

For the fifth category,
a d mi ni st ra to rs
teachers,

the M i c h i g a n and
wh ile

India na r e s p on d en ts
the Ph il ip pi ne

"i n cr ea se d wo rk

load" response.

the c ha ng e in the work load of the

as a r esu lt of the pr e s e n c e of the stu den t

the re sp on de n ts

the adm inistrators'

from the three areas

responsibilities

ing i n c re as e d to some extent,

r e l a t e d to stud ent

teach­

bu t that the s tu den t teachers

ma d e it pos si bl e for the s u p e r v i s i n g t ea ch er s
ers to hel p the principal.

tho ugh t that

and other t e a c h ­

148

Part

III:

Res e ar ch Q u es ti on

Re sea rc h Q u e st io ns

7 and 8

7 and 8 sough t to find wh et her

ther e were si g n i f i c a n t di f f e r e n c e s

in the pe r ce pt io ns

the three gr ou ps of r es p o n d e n t s and w he th er sex,
status,

mar ita l

and the size of the c o m m u n i t y whe re the school was

l o ca te d a f f ec te d the respondents'

per ceptions.

Three main

de s i g n s of t wo -wa y an aly si s of v a r ia nc e were done,
"groups"
tor,

among

the c omm on factor

group,

in all three designs.

has three levels,

vi sing te achers

namely,

and ad mi ni str ato rs .

This f a c ­

student teachers,

(male and

The s ec on d d e s i g n is 3 x 2 of g r o u p by mari tal

s ta tus wh ic h has two levels

(single and married).

The

d e s i g n is 3 x 5 of g r o u p by size wh i ch has five levels
city,

super­

The first de si gn is a

3 x 2 of g r o u p by sex whe re sex has two levels
female).

with

m e d i u m - s i z e d city,

s ta t i s t i c a l d e s i g n will

small city,

town and barrio).

last
(large
This

answer the res ea rc h q u e s t i o n wh e t h e r

the size of the c o m m u n i t y whe re the school was locat ed a f ­
f e c t e d the pe r c e p t i o n s of the re spo ndents.
among the three gr ou ps of re s p o n d e n t s
Q ue s t i o n No.

The d i f f e r e n c e s

in dic ate d in Re sea rc h

7 can be e xa mi ne d by the g r o u p main effects.

Re­

s ea rc h Que st i on N o . 8 can be e x a m in ed from the in te ra ct io n
b e t w e e n g r o u p and sex,

g r o u p and m a ri ta l status,

and g r o u p

and size.
Since there are three d e p e n d e n t varia ble s inc lu d ed in
R es ea rc h Q u e st io n

7 and 8,

the three main d es ign s were don e

on each of the three d e p e n d e n t variables;

consequently,

there

149
are nine s e pa ra te u n i v a r i a t e analyses of variance.

Since

there we re ma ny tests that were e x a mi ne d in the data,
c o nt ro l for the o v e r a l l error rate of Type I errors,
fi c an t level of
al p ha level.

to
a signi­

.01 was used inst ead of the con ve nt io na l

.05

T he nin e tables are r e p r e se nt ed in the f ol lo win g

order:
1.

G ro up X sex on t e a c h i n g - l e a r n i n g processes,

stu­

de nt c o n t r i b u t i o n to sc hool progr am activities
and s u p e r v i s i n g teac her c o n t r ib ut io n to schoolre l at ed
2.

activities.

Gr o up X ma ri ta l status on t ea ch in g- l e a r n i n g a c t i ­
vities,

st ud en t t ea che r c o n t r i bu ti on to school

pr o g r a m act iv it ie s

and s u p e rv is in g teacher c o n ­

t r i b u t i o n to s c h o o l - r e l a t e d activities.
3.

Gr o up X size on t e a c h i n g - l e a r n i n g activities,
s tu den t c o n t r i b u t i o n to school pr og ra m activities
and s u p e r v i s i n g t ea che r c o n t r ib ut io n to schoolr e la te d activities.

TA B LE

4.5 3 :

AN OVA TA B L E ON GROUP BY SEX (3X2) DE SI GN USIN G
THE PE R C E P T I O N S ON T E A C H I N G - L E A R N I N G PROCESSES
AS THE D E P E N D E N T VAR IA B LE

S ou rce of
De g r e e of
Fr e e d o m
Va r ia ti on
2
G r o u p E ff ect s
Sex Ef f ect s
1
2
Gr o u p X Sex
595
R e si du al s

S i g n i f i c a n t at

.01 level

Mean
Sq uare
23.37
.64
.84
.45

F -Test
51.78
1.41
1.87

Si gn ifi can t
Level of F -test
.0001*
.23598
.15558

150

The F- test of the g r o u p by sex i n t e r a c t i o n on the p e r c e p ­
tions on te ac h i n g - l e a r n i n g pr o c e s s e s
With 2 and 595 d eg re e s of freedom,
ac tion is s i g n if ic a nt at
cr iti cal
was,

is 1.87

(Table 4.53).

the F - t e s t of the i n t e r ­

.15558 w h i c h

is larger than the

.01 level that is c o n s i d e r e d in this study.

therefore,

Th er e

no i n t e r ac ti on b e t w e e n g r o u p and sex on te ac hi ng -

lea rn in g processes.

In other words,

sex di d not have an e f ­

fect on the r es po nse s of the three gr ou ps

on t e a c h i n g - l e a r n i n g

processes.
The F- t es t of the gr o u p ma in e ff ect s
2 and 595 d eg ree s of freedom,

With

the F - t e s t is s i g n i f i c a n t at

.00001 which is less than the cri t ic al
main effe cts is significant.

is 51.78.

.01 level.

Therefore,

The g r o u p

the three g rou ps of

re sp on de nt s d i f f e r e d in their r e s po n se s on t e a c h i n g - l e a r n i n g
processes.

The we i g h t e d means of the pe r c e p t i o n s of the s t u ­

dent teachers,

the s u p e r v i s i n g t e ac he rs

tors in di c at ed po sit ive perce pt ion s.

The most po sit iv e p e r ­

c e pt io ns came from the st ud en t t e ac he rs
the ad mi ni st ra to r s

TABLE

4.54

(3.82)

and the a d m i n i s t r a ­

(4.15),

f o l l o w e d by

and the s u p e r v i s i n g teachers

(3.44).

ANOVA TABLE ON GROUP BY SEX (3X2) D E S I G N U S I N G THE
PE R CE PT IO NS OF THE S T U D E N T C O N T R I B U T I O N ON THE
SC H OO L PROGR AM A C T I V I T I E S AS THE D E P E N D E N T VAR IA B LE

So ur ce of
V a ri at io n
Gr o up Effects
Sex Effe cts
Gr o u p X Sex
Re si du al s

De gr ee of
Fr e edo m
2
1
2
595

S i g n i f i c a n t at

.01 level

Mean
S qu are

F -Test

6.14
.16
.16
.1623

37.85
11.19
1.78

S ig n i f i c a n t
Level of F„ -tes.00001*
.00087*
.16959

151
The F- te st of g r o u p by sex i nt er act io n is 1.78
4.54).

With 2 and 595 d eg re es

si g n i f i c a n t at
level.

of freedom,

(Table

the F- te st is

.16959 which is larger than the c ri ti ca l

.01

Th er e was the re fo re no i n t e r ac ti on b et we en gr o u p and

sex on the pe r c e p t i o n s on stud ent co n t r i b u t i o n to school
pr o gra m activities.
The F- tes t of the g r o u p main effects is 37.85.
2 and 595 de gr ee s of freedom,

the F- te st is s i g n i f i c a n t at

.00001 whic h is less than the c r i ti ca l
main effects is sig ni ficant.

.01 level.

Therefore,

The gr ou p

there we re d i f f e r ­

ences in the pe r c e p t i o n s of the three groups

on the student

c o n t r i b u t i o n to school pr og ram

activities.

mean s of the st ud en t teachers,

the s u p e rv is in g tea ch e rs

the a d mi ni st ra to rs
sc hool p ro gr am
ively.

The w e i g h t e d

on the st ud en t teac her c o n t r i bu ti on

a ct ivi tie s were 2.06,

and
to

1.71 and 1.84 r e s p e c t ­

The most p o s i t i v e res po ns e s came from the stud ent

tea ch ers

(2.06),

f o l l o w e d by the a d mi ni st r at or s

the s u p e r v i s i n g te ac he rs
In addition,
11.19.

With

and

(1.71).

the F- tes t of the sex main effe ct s

With 1 and 595 d eg re es of freedom,

fi c an t at

(1.84)

.00087 w h i c h is less than

is

the F -te st is s i g n i ­

.01 level.

Therefore,

there was a d i f f e r e n c e in the pe r c e p t i o n s be t w e e n male and
fe ma le on stud ent t ea che r c o n t r i b u t i o n to school p r og ra m
activities.
we r e

2.16

The w e i g h t e d means of male and female respo nse s

and 1.96

r e s p e c t i v e l y wit h the male re sp on de nt s

more p os i t i v e than the fe ma le respondents.

152

T A B L E 4. 55

ANOVA TA B L E ON GROUP BY SEX (3X2) D ES IG N US I NG
THE P ER C E P T I O N S ON THE S U P E R V I S I N G T EA CHE R
C O N T R I B U T I O N TO OT H ER S C H O O L - R E L A T E D AC T I V I T I E S

So ur ce of
De g r e e of
Mean
Var i at io n _____ Fr e e d o m ___________Sguare

F

Significant
Level of F - T e s t

Tes ts

G r o u p Ef fe ct s

2

8.86

35.96

Sex Eff ect s

1

.25

.01

.91108

Gr o up X Sex

2

.25

1.32

.26924

.00001*

595

Res i du al s

Significant

at

.01 level

The F - t e s t of the g r o u p by sex in te ra ct io n on the p e r ­
ce pt io ns

on s u p e r v i s i n g teacher c o n t r i b u t i o n to s c h o o l - r e l a t e d

ac t iv iti es
freedom,

is 1.32

(Table 4.5 5). With 2 and 595 d e gr ee s

the F- t e s t

than the cr iti ca l
ac tio n b e t w e e n

is s i g n if ic an t at

.01 level.

of

.26924 whi ch is large r

Therefore,

there was no i n t e r ­

the g r o u p and sex on the s u p e r v i s i n g t ea che r

c o n t r i b u t i o n to s c h o o l - r e l a t e d

activites.

The F -te st of g r o u p main eff ect s is 35.96.
595 de g r e e s of freedom,
wh ic h is less than

With 2 and

the F-test is s i g n if ic an t at

.01 level.

.00001

T he r e f o r e the three gr ou ps

r e s p o n d e n t s we r e d i f f e r e n t in their pe r ce pt io ns

of

on the s u p e r ­

vi si ng te ac he r c o n t r i b u t i o n to s c h o o l - r e l a t e d activities.
w e i g h t e d means of the re spo nse s of the s tu den t teachers,
s u p e r v i s i n g t e ac he rs

and the ad mi ni st r at or s were 2.09,

and 2.51 re spe ct iv el y.

The
the

1.73,

The most p o s it iv e pe rc e p t i o n s came

153

from the a dm i n i s t r a t o r s
(2.09)

(2.51),

f o ll ow ed by the student teachers

and the s u p e r v i s i n g tea ch e rs

TABLE 4. 56

(1.73).

ANOVA T A B L E ON GROUP BY M A R I T A L STATU S (3X2) DESIGN
U S I N G TH E P E R C E P T I O N S ON T E A C H I N G - L E A R N I N G PROCESSES
AS TH E D E P E N D E N T V A RI AB LE

Source of
V ari ati on

D egr ee of
F r ee d om

Mean
Sguare

Grou p Effects

2

Status Eff ect s

1

.002

Group X Status

2

.46

Re sidual

S i g n i fi ca nt

23.87

Si gni fi ca nt Level
F -Tests of F-Test
53.16
.01

.93602

1.02

.36020

593

at

.01 level

The F -t es t of g r o u p by m ar ita l status
1.02

.00001*

(Table 4.56).

Wi t h 2 and 593 d e g r e e s

F-tes t of the i n t e r a c t i o n
larger than the c r i t i c a l

is s i g n i f i c a n t at
.01 level.

i nt er act io n is

of freedom,

the

.36020 which is

Therefore,

no int era ct io n b e t w e e n g r o u p and m a ri ta l status

there was
on the p e r ­

ceptio ns on t e a c h i n g - l e a r n i n g processes.
The F -t es t of the g r o u p mai n e f fe cts is 53.16.
and 593 de gr ee s of freedom,

the F -t es t is s i g n i f ic an t at

whic h is less than the c ri t i c a l
fects is significant.

With 2

.01 level.

Ther ef ore ,

.00001

The gr ou p main e f ­

the respondents'

percep tio ns

s i g n i f ic an tl y d i f f e r e d on t e a c h i n g - l e a r n i n g processes.

The

wei gh te d means of the p e r c e p t i o n s of the s tu den t teachers,

154

the s u p e r vi si ng teacher s and the a dm in i st r a t o r s were 4.04,
3.44 and 3.82 respect ive ly .

The most p o s i t i v e pe rce pt ion s

came from the student te achers

(4.04),

f ol lo we d by the ad­

m i n i s tr at or s

(3.82)

TABLE 4.5 7

ANOVA TAB LE O N GROUP BY M A RI TA L STATUS (3X2)
DE S IG N U S I N G THE ST UD EN T TE A C H E R CO NT RI BU T IO N
TO THE SC H O O L P RO G RA M AC TI VIT IE S AS THE D E ­
PE N DEN T V AR IA BL E

So urce of
Va ri at io n

and the s u p e r v i s i n g tea c he rs

D eg re e of
Fr e edo m

(3.44).

Mean
Sq uare

F -Tests

S ig ni fic ant
Level of F-test
.00001*

Group Eff ect s

2

6.12

36.86

St atus Effec ts

1

.04

.22

.63800

Grou p X Status

2

.18

1.08

.34111

Res idual

593

S i g n i f i c a n t at

.01 level

The F-test on g r o u p by ma r ita l status in t e r a c t i o n is
1.08

(Table 4.57).

With 2 and 593 d e g re es

F- test of the in t e r a c t i o n is si g n i f i c a n t
larger than the cri ti c al

.01 level.

of freedom,

at

p er ce pt io ns

.34111 which is

Therefore,

no in t er ac ti on be t w e e n the g r o u p and m a r ti al

the

there was

status on the

on stude nt te ac he r c o n t r i b u t i o n to school program

activities.
The F -te st on g r o u p main effe cts
593 de gr ee s of freedom,

is

36.86.

the F - t e s t is s i g n i f i c a n t at

whi ch is less than the cri ti c al

.01 level.

With 2 and
.00001

The gr o u p main

155
e ff ect s is significant.

Th erefore,

the re sp on de nt s s i g n i f i ­

ca ntl y d i f f e r e d in their p e r c e p t i o n s on s tu de nt c o n t r ib ut io n
to school program

activities.

The w e i g h t e d means of the

p e r c e pt io ns of the s tu de nt teachers,
and the a dm in is tr at or s wer e 2.00,

the s u p e r vi si ng teacher s

1.70

and 1.72 respectively.

The most po sit ive pe r c e p t i o n s came fr om the stud ent teachers
(2.00).
tors

The s up e r v i s i n g t e ac he r s

(1.72)

(1.70)

and the a d m i n i s t r a ­

had s i mi la r perce pti on s.

TABLE 4.58

ANOVA TA B LE ON GR O UP BY M A R I T A L STATUS (3X2)
DE S IG N U S I N G T H E P E R C E P T I O N S ON TH E S UP E R V I S I N G
TEACHER.
C O N T R I B U T I O N TO S C H O O L - R E L A T E D AC TI VIT IE S

Source of
V a ri at io n

D egr ee of
Free dom

Mean
S gu are

F-tests

Si gn if ic an t
Level of F-test

.00001*

Group Effe cts

2

8.65

35 .61

Status Effe cts

1

.20

.82

.36482

Group X Status

2

.70

2.86

.05787

Re si du al s

593

Si g ni fic an t

at

.01 level

The F- test on g r o u p by m a r i t a l
2.86

(Table 4.58).

With 2 and 593 d e g r e e s of freedom,

F- te st is si gn if ic an t at
cri ti cal

.01 level.

st atus in t er ac ti o n is

.05787 w h i c h

T he ref ore ,

tween g r o u p and m ar tia l

the

is g r e a t e r than the

th ere was no in t er ac ti on b e ­

st at us on the p e r c e pt io ns

on s u p e r ­

vising teacher c o n t r i b u t i o n to s c h o o l - r e l a t e d activities.

156

Th e F- tes t on g r o u p main effe cts is 35.61.
and 593 d eg re es of freedom,

With 2

the F- tes t is si g n if ic an t at

.00001 wh ic h is less than the cr itical
main e ff ect s is significant.

.01 level.

Therefore,

The gr o u p

there were s i g n i f i ­

cant d i f f e r e n c e s in the pe r ce pt io n s of the three g ro up s on
the s u p e r v i s i n g tea che r c on t r i b u t i o n to s c ho o l - r e l a t e d a c t i ­
vities.

The w e i g h t e d means of the p er ce pt ion s of the stude nt

teachers,
2.04,

the s u p e r v i s i n g teachers

1.73 and 2.36 re spectively.

tions came from the a d mi ni st ra to rs
s t ud en t tea ch ers

TA B LE

4.59

(2.04)

and the a d mi ni st ra to r s were
The most pos it ive p e r c e p ­
(2.36),

fo ll o we d by the

and the s u p e r vi si ng teache rs

(1.73).

ANOVA T A B L E ON GROUP BY SIZE (3X5) D ES IG N US I NG
P E R C E PT IO NS ON T E A C H I N G - L E A R N I N G PR OCE SS ES AS
THE D EP E N D E N T VARIA BL ES

Source of
V a r ia ti on

De gre e of
F r ee do m

Mean
Square

F -Tests

S ig n i f i c a n t
Level of F-test

G ro up E ff ec ts

2

22.42

49.27

Size E ff ect s

4

.20

.44

.778

G ro up X Size

8

.55

1.21

.290

R e si du al s

Significant

.001*

582

at

.01 level

The F- te st of g r o u p by size i n t e r ac ti on is 1.21
4.59).

With 8 and 582 d e gr ee s of freedom,

i n t e r a c t i o n is s i g n if i ca nt at

(Table

the F -te st of the

.290 which is larger than the

157
cri tic al

.01 level.

Therefore,

there was no i n t e r a c t i o n b e ­

tween g r o u p and size on the per ce pt io ns

r e g a r d i n g te ac hi ng -

le arn in g processes.
The F -t es t of the gr o u p main e ff ec ts is 49.27.
8 and 582 de g r e e s of

freedom,

the F- te st is s i g n i f i c a n t

.001 whic h is less than the cr itical
the pe rc ep t io ns

.01 level.

at

Therefore,

of the three g ro up s on t e a c h i n g - l e a r n i n g

pr oc ess es were s i g n i f i c a n t l y dif ferent.

The w e i g h t e d me ans

of the p er c e p t i o n s of the stude nt teachers,
te ach ers

Wi th

and the a d m i n i s t r a t o r s were 2.64,

spectively.

The most pos i ti ve p e r c e pt io ns

m i n i s tr at or s

(3.60),

the s u p e r v i s i n g
3.44

and 3.60

re­

came from the a d ­

f ol l o w e d by the s u p e r v i s i n g te ach er s

(3.44) .

TAB LE 4 . 6 0

ANOVA TA BL E ON GROUPS BY SIZE (3X5) D ES IG N U S I N G
THE P E R C EP TI ON S ON ST U D E N T T E A C H E R C O N T R I B U T I O N
TO S C H O O L PROGR AM AC TI VI TI ES AS THE D E P E N D E N T
V A RI AB LE

Source of
V a ri at io n

D eg re e of
Fr e edo m

Mean
S qua re

F -Tests

Significant
Level of F- Te st

Gr o u p Effe cts

2

5 .58

33.51

Size Ef fe ct s

4

.14

.82

.512

Gr o u p X Size

8

.15

.88

.534

Res i du al s

Significant

582

at

.01 level

.001*

158

The F- te st of the g r o u p by size i n t e ra ct io n is
(Table 4 .6 0) .

With 8 and 582 d eg re e s of freedom,

of the i n t e r a c t i o n is s i g n i f i c a n t
tha n the cr it ic a l

.01 level.

at

.88

the F -t es t

.534 whi ch is g r e a t e r

Therefore,

there was no i n t e r ­

ac t i o n b e t w e e n g r o u p and size on the p er ce pt io ns r e ga rd in g
st u d e n t teachers'

c o n t r i b u t i o n to school p ro gra m activities.

The F -t es t of the g r o u p main effects is 33.51.
2 and 582 de g r e e s of freedom,

the F-tes t is s i g n i fi ca nt

.001 w h i c h is less than the cr it i ca l
ma i n e ff ect s

is si gni fi can t.

ficant differences
the st ud en t

With

.01 level.

Therefore,

in the p e r c e pt io ns

at

The g r o u p

there were s i g n i ­

of the three gr ou ps

te ac her c o n t r i b u t i o n to school prog ram

on

activities.

T h e w e i g h t e d mean s of the pe r c e p t i o n s of the stude nt tea che rs
the s u p e r v i s i n g tea c he rs

and the a d m in is tr at or s were 2.00,

1.71 and 1.75 re sp ect iv ely .

The most p o si ti ve pe r ce p ti on s

ca me from the s t u d e n t tea c he rs
ministrators

TABLE

4. 61

(1.75)

(2.00),

f o ll ow e d by the a d ­

and the s u p e r v i s i n g teachers

(1.71).

ANOV A TA B LE ON GROUP BY SIZE (3X5) D ESI GN U S I N G
THE P E R C E P T I O N S ON THE S U P E R V I S I N G T EA CH E R C O N ­
T R I B U T I O N TO S C H O O L - R E L A T E D ACTI VIT IE S

S o u r c e of
D e g r e e of
Mean
V a r i a t i o n ______ Fr e e d o m ___________S qua re

S i g n i fi ca nt
F -Tests Level of F- Te st

G r o u p Effe cts

2

8.80

36.55

Si z e Ef fe ct s

4

.30

1.24

.294

G r o u p X Size

8

.63

2.62

.008 *

Residual

582

S i g n i f i c a n t at

.01 level

.001*

159

The F- t e s t of the g r o u p by size i n t e r a c t i o n is 2.62
(Table 4.61).

With 8 and 582 d eg re es

is s ig ni fic an t at
level.
fore,

of freedom,

the F-test

.008 wh ic h is less than the cr itical

The g r o u p b y size i n t e r a c t i o n is significant.

.01
There­

there was an i n t e r a c t i o n b e t w e e n g r o u p and size on the

pe rce pt io ns r e g a r d i n g s u p e r v i s i n g teac he r c o n t r i b u t i o n to
s ch oo l- r e l a t e d ac tivities.
ing

the in ter action.

F ig u re Z shows the g r a p h r e p r e s e n t ­

In size 1,

the highest p os it iv e perce pt ion s,

the a d m i n i st r at or s had

f ol lo we d by the student

tea chers and then the s u p e r v i s i n g teachers.

It is in size 2

wher e the three g ro up s of r es p o n d e n t s had the c lo ses t p e r ­
cept io n ratings.
pe r ce pti ons for

Two of three gr ou ps had the lowest positive
size 5.

As a whole,

the most p os it i ve pe rce pt ion s,

the a d m i n i s t r a t o r s had

f o l l o w e d by the stude nt teachers

and then the s u p e r v i s i n g teachers.
The F -t es t of the g r o u p main effe ct s
and 582 d e gr e es

of freedom,

the F- t e s t is s i g n if ic a nt

wh i ch is less than the cri ti ca l
effects

is sig ni ficant.

is 36.55.

.01 level.

With 2
at

.001

The g r o u p main

Therefore,

there were d i f f e re nc es

the pe rc ep ti on s of the th ree gr ou ps

on s u p e r v i s i n g teacher

in

co n t r i b u t i o n to s c h o o l - r e l a t e d activities.

The w e i g h t e d means

of the p e r c e pt io ns of the st u d e n t teachers,

the su p er vi si ng

te ach ers and the a d m i n i s t r a t o r s

ind ic at ed pos iti ve pe rc ept ion s

wi th the most p o s i t i v e ones co m i n g from the ad mi ni str at ors
(2.36),

fo ll o we d by the s t u d e n t te ach ers

vi sin g teachers

(1.73).

(2.03)

and the s u p e r ­

160

2.8
2.7

P E R C E P T IO N S

2 .6.
2.5.
2.4j_
2.3.

GROUP

2 .2.

2 .1.
2.Q.
1.9.

1 . 8,.
1.7.

1 .6.
1. 5„

1

2

3

4

5

y

SIZE
1. Large city
2. M e d i u m - S i z e d city
3. Small City
4. Town
5. Barri o

F IG URE Z:

GROUP BY SI ZE EFFECT:
SU P E R V I S I N G T EA CH ER C O N T R I ­
BU TION T O S C H O O L - R E L A T E D AC TI VI TI ES

161

Su m mar y of Fin di ng s for Part III

The g ro up mai n e f fe ct s
significant.

Therefore,

in the three main d e si gn s were

there were d i f f e r e n c e s

in the p e r ­

ce pti ons of the thr ee g r o u p s on t e a c h i n g - l e a r n i n g processes,
on the student t ea che r c o n t r i b u t i o n

to sc hool p r o g r a m a c t i ­

vities and on the s u p e r v i s i n g teach er
related activities.

c o n t r i b u t i o n to school-

The mo st p o s i t i v e p e r c e pt io ns

le arn ing pro ce ss es came from the s t u d e n t teachers,
by the administr at ors .

fol lo w ed

For the s u p e r v i s i n g t ea ch er c o n t r i ­

but io n to s c h o o l - r e l a t e d activities,

t h e most p os i t i v e p e r ­

cept io ns came from the a d m in is t ra to rs ,
teachers.

for te aching-

The s u p e r v i s i n g t e ac he rs

f o l l o w e d by the student

had

the least positiv e

pe rc ep ti on s in all th ree variables.
The g r o u p by sex inter act io n,

u s i n g the p e r c e pt io ns

on

the stud ent te ac her c o n t r i b u t i o n to sc ho ol pr og ra m activities
as the de p e n d e n t variable,

i n d i c a t e d that

had more p os it iv e c o mm en ts

than the

the male re sp ond ent s

f em al e respondents.

gr ou p by size i n t e r a c t i o n i nd i c a t e d d if f e r e n c e s

The

across sizes.

For the s up e r v i s i n g t ea ch er c o n t r i b u t i o n to s c h o o l - r e l a t e d
activities,

the a d m i n i s t r a t o r s had th e h i g h e s t po si ti ve

cep tions in the f o l l o w i n g order:
barrios,

sm all cities,

towns and m e d i u m - s i z e d cities.

had higher pe r c e p t i o n s
fo ll owi ng order:

towns,

large cities,

T h e st ud e nt teachers

than the su pe rv is in g
large cities,

per­

teachers

in the

m ed i u m - s i z e d cities,

small cities and barrios.

The s u p e r v i s i n g t e ac he r s had the

least po sit iv e p e r c e p t i o n s

of the three

groups w i t h the ratings

162
of their pe r ce pt io n s go i ng do wn as the size mo v ed from the
m e d i u m - s i z e d cities to the barrios.

Over all Findings

Re sea rc h Q u e st io n No.l:
e x p r e s s e d pe rc ep ti o ns

All three gr o u p s of re sp on de nts

that the pre se nc e of st u d e n t teacher s

en h a n c e d the t e a c h i n g - l e a r n i n g process.
Res ea rc h Q u e s t i o n N o . 2: All three gr o u p s of re s po nd en ts
felt that the stude nt teache rs c o n t r i b u t e d to the school p r o ­
gr a m activities.
Res ea rch Q u e s t i o n N o . 3: All three gr o u p s
the p r es e nc e of. stud ent

thoug ht

that

te achers e n ab le d the s u p e r v i s i n g t e a c h ­

ers to engage in s c h o o l - r e l a t e d activities.
R es ea rc h Q u e s t i o n N o . 4: The s t ud en t tea che rs p e r ce iv e d
their pre se nc e as an ad di tio na l

load on the s u p e r v i s i n g t e a c h ­

ers wh il e the su p e r v i s i n g teachers

tende d to p e r c e i v e that

thei r load r e ma in ed about the same ex cep t in the slight ad ­
ditional

time for i nd iv idu al help gi ve n to pupils.

Res ea rc h Qu e s t i o n N o . 5:

The a d m i n i s t r a t o r s felt that

their load in ha vi ng to do some repo rt s on s tu de nt te ac h in g
or about student teachers,

c ou n s e l i n g s tu d e n t teachers,

tion of s u p e rv is i ng teachers
ers was

increased.

selec­

and o r i e n t a t i o n of st ud en t t e a c h ­

They d i d not co nsi der their r e s p o n s i b i l i t i e s

h av in g to find i n st ru ct io na l materials,

c o u n s e l i n g s u p e rv is in g

tea c he rs

about s tu den t te ac h in g

and c o m m u n i c a t i o n with pare nt s

as addit ion s to their work load.

They p e r c e i v e d of their

163

wor k load ha vi ng d e c r e a s e d wi t h the hel p of s u p e rv is in g
te achers and other

te ac he r s wh o s e c l as se s or r e s p on si bi li ti es

we re taken over by the st ud en t teachers.
Re se ar ch Q u e s t i o n N o . 6:

The p e r c e p t i o n s of the three

g r o u p s from the P h i l ip pi ne s on t w e n t y - o n e of the twenty- fou r
varia ble s were p o si ti ve
and Michigan.

and h ig h er

than thos e from Indiana

The three g e o g r a p h i c areas,

tive p e r c ep ti on s

however,

had p o s i ­

in eig ht of the tw elve va r i a b l e s ha ving to

do with t e a c h i n g - l e a r n i n g processes,

s t ud en t te ac he r c o n t r i ­

bu t io n to s c h o o l - r e l a t e d activities,

and s u p e r v i s i n g teacher

co n t r i b u t i o n to p a r t i c i p a t e

in s cho ol re l a t e d a ct ivi ti es as

a result of the p r e s e n c e of s tu den t teachers.
ables in whic h
select

Indiana and M i c h i g a n r e s p o n d e n t s

"no change"

motivation,

de n ts

tended to

r es p o n s e s had to do wi th discipline,

c o m m u n i c a t i o n w i t h parents,

sc hool visitation.

The four v a r i ­

On the oth er hand,

pupil

and cl a s s r o o m or
the P h i l ip pi ne r e s p o n ­

te nded to feel that the r e s p o n s i b i l i t i e s of the s u p e r ­

vising te achers ha vi ng to do with teaching,
and paper g r a d i n g i n c r e a s e d wi th
te ach ers whi le the

lesson planning,

t h e . p r e s e n c e of student

India na and M i c hi ga n r e s p o n d e n t s

thought

these r e s p o n s i b i l i t i e s were well taken car e of by the student
teachers.

The a d m i n i s t r a t o r s

from all thre e areas felt that

their work load h av in g to do wi t h stude nt
to some extent but that the st ud en t

te ac h in g increa sed

tea ch e rs h e l p e d them i n ­

d i r e c t l y through the r e l e a s e d time the s u p e r v i s i n g teachers
and other tea ch ers ha d as a r es ul t of the stud ent teachers'

164
t ak in g over their classes;

hence,

the a d m i n i s t r a t o r s

cou ld

avail of the he l p of the regu la r teachers.
Re sea rch Q u e st io n No.
fer en ce s in the res po ns es
ents

7:

Th er e wer e s ig n i f i c a n t d i f ­

among the thr ee gr o u p s of r e s p o n d ­

in their e st im at e of the ef fe ct of the pr e s e n c e of s t u ­

dent tea ch ers on t e a c h i n g - l e a r n i n g proc ess es ,
contribution

to schoo l pr o gra m activi tie s,

st ud ent teach er

and the s up e r v i s i n g

teacher c o n t r i b u t i o n to s c h o o l - r e l a t e d activi tie s.
R es ea rc h Que st io n N o . 8:
status

interaction.

Ther e was no g r o u p by m ar ita l

There was an i n t e r a c t i o n b e t w e e n g r o u p

and sex on the student c o n t r i b u t i o n to sc ho ol p ro g r a m a c t i ­
vities.

The male re spo nd e nt s had mo re p o s i t i v e p er c e p t i o n s

than the female respondents.
group o y

There was

an in t e r a c t i o n b e tw ee n

size on s u p e r v i s i n g t ea ch er c o n t r i b u t i o n to sc ho ol -

r e la te d activities.

It was

in the m e d i u m - s i z e d c it ie s wh e re

the three g rou ps of r es p o n d e n t s had the c l os es t p e r c e p t i o n
ratings.

Tw o of the three groups h a d the lowest p o s i t i v e p e r c e p ­

tions for size 5,

the barrios,

g ro up s of co mmunities.

As a whole,

the most po si t iv e perceptions,
ers

the s m a l l e s t

size of the five

the a d m i n i s t r a t o r s

f o l l o w e d by the s tu de nt

had
teach­

and the s up e r v i s i n g teachers.
Ch a pte r V pre sen ts the s um mar y of the study,

cl u si on s and c o r r e s p o n d i n g r e c o m m e n d a t i o n s
search .

the c o n ­

for f u rt he r r e ­

CHAPTER V

SUMMARY, CON CLUSIONS, I M P L I C AT IO NS AND
R E C O M M E N D A T I O N S FOR F UR TH E R STUDY

S u mm ar y of the Study

This study so ugh t to assess the im pact of student
t e ac hi ng pr ogr am s on c o o p e r a t i n g schools
Ce n tra l Visayas,
the M ic h i g a n

Phi lippines.

in R egi on VII,

It was a r e p l i ca ti on of

Impact Study c o n d u c t e d in 1969 in re spo ns e to

the n e e d id e n t i f i e d by the C ou n ci l of State Colle ge

Presi­

de n ts for the M i ch ig an te a che r e d u c at io n in st it ut io ns

to

g e n e r a t e har d d a t a on the b e n e f i c a r i e s of student teaching.
The re was one i n d e p en de nt
the s tu den t teachers,
ing p rin ci pal s.

var ia b l e with three

the su p e r v i s i n g tea ch e r s

activities,

(2) student

tors.

and

(1)

teacher c o n t r i b u t i o n

(3) s up e r v i s i n g teac her c o n t r i ­

b ut io n to s c h o o l - r e l a t e d activities,
s u p e r v i s i n g teachers,

namely,

and the b u i l d ­

The re were five d e p e n d e n t variables:

te a c h i n g - l e a r n i n g processes,
to sc ho ol program

levels;

(4) work load of the

(5) work load of the a d m i n i s t r a ­

The eight re sea r ch q ue s t i o n s that served to gu id e

the

re s e a r c h were the following:
1.

On the basis of the pe rc ep ti on s of the three
gr oups of respondents,
165

the stude nt teachers,

the

s u p e r vi si ng teachers and the ad mi ni str ato rs ,
what e xte nt do student t e ac hi ng p ro g r a m s
VII,

Centr al Visayas,

Philippines,

to

in Region

e nh a n c e

te ac hin g-

lea rn ing p r o c e s s e s ?
On the basis of the p er c e p t i o n s of the three g rou ps
of respondents,
pr og ra ms

to what e xt en t do st u d e n t te ac hi n g

in Region VII,

C en tr al

Visayas,

co n t r i b u t e to the school p ro gr am

Philippines,

a ct i v i t i e s ?

On the basi s of the p er c e p t i o n s of the three g rou ps
of respondents,
pr og ra ms
pines,

to what e xte nt do s tu d e n t

in Region VII,

C en tra l Visayas,

en abl e the s up e r v i s i n g te ac h er s

tea ch in g
Philip­

to p a r t i c i ­

pate in s c h o o l - r e l a t e d a c t i vi ti es ?
On the bas is of the p e r c e p t i o n s of the stud ent
te achers and the s up e r v i s i n g teachers,
exten t does

to what

the pr es en ce of st ud en t t ea ch er s change

the work load of the s u p e r v i s i n g t e ac h er s?
On the basis of the p e r c e p t i o n s of the a d m i n i s t r a ­
tors,

to what extent does

the pr e s e n c e of s t u ­

dent tea ch er s c han ge the work load of the a d m i n ­
i s tr at ors ?
How do the re spo ns es in R e se ar ch Q u e s t i o n s
c o mp ar e with those found in the M i c h i g a n

1-5

and In­

di a na impact studies on stude nt t e a c h i n g pro gr am s?
Are there s i g n if ic a nt d i f f e r e n c e s
to R es e a r c h Q ue st ion s
of r e s p o nd en ts ?

in the re sp o ns es

1-3 among the three groups

167
8.

Do such d em o g r a p h i c ch ar a c t e r i s t i c s
ma r i t a l

as sex,

status and size of the co mmu ni ty where

the school is loca te d affect the p erc ep tio ns of
the r e s p o n d e n t s in R e se ar ch Q ues ti ons
The in s t r u m e n t s
the M i ch ig an

1 through 3?

for da t a g a t h e r i n g were pa tt er ne d after

Impact Stu dy with slight modific ati on s.

a s su me d that the st ud en t tea ch i ng pr ogr am s
in Re gio n VII,

Ce nt ra l

Visayas,

Phi li pp in es

It was

in Mi chigan and
are similar and

the i n s t ru me n ts co u ld be u n d e r s t o o d by the res po nd en ts b e ­
ca u se in the Ph i l i p p i n e schools,

Engli sh has been the me di um

of i ns t r u c t i o n from at least the third gr a de on through coll ege
years.

The q u e s t i o n n a i r e s

for all three group s were a d m i n ­

i s te re d p e r s o n a l l y by the researcher.
tr a i n i n g

in s t i t u t i o n s

and fif ty - on e c o o p e r a t i n g schools were

studied.

The re we r e 604 r e s p o nd en ts

teachers,

190 s u p e r v i s i n g

ist rators.

S ev en tee n teacher

teachers,

in clu di ng 378 student
and 36 bu i l d i n g a d m i n ­

Data were p r o c e s s e d at the Mic hig an State U n i v e r ­

sit y C om p u t e r C en te r e xc ept for the co mp u t a t i o n of ch i -s qu ar e
tests for R e se ar ch
for

Qu es ti on 6 that ask ed for how the findings

the c u rr en t stu dy c o m p a r e wi th those of Michigan and I n ­

d i a n a Impact Studies,

in whi ch

the c hi - s q u a r e tests were c o m ­

pu t ed by the re s e a r c h e r

thro ugh the use of a hand calculator.

F r e q u e n c y di st ri bu tio n,

percentages,

tions,

chi-squ are ,

me a ns we re

means,

sta nd ard d e v i a ­

u ni v a r i a t e an al ys i s of va ria nce and w e i g h t e d

the o th er s ta t i s t i c a l pr o ce du re s used.

168
Summary of Fi ndings
All three gr o u p s of r e s p o nd en ts

felt that the pr ese nce

of student teachers e n h a n c e d the t e a c h i n g - l e a r n i n g p ro ce sse s
inside and outsi de the classroom.
from student tea che rs

(4.04),

and the a d mi ni st ra to r s
all group s felt that

The overall mean r esp on ses

the s u p e r v i s i n g te ach ers

(3.61)

ind ica te that on the average,

the t e a c h i n g - l e a r n i n g proc ess was e n ­

h an ce d when the s t u d e n t te ac he rs were

in the school.

was true for the three va ria bl es ha v i n g to do with
vision for m a k e - u p work;
vision of playgrounds,
duty.

The student

(3.44)

(2) f o l l o w - u p on exams;

gymnasium,

tea ch e rs

This

(1) p r o ­

and

(3) s u p e r ­

c a nt ee n or ass embly hall

and the a d m i n i st ra to rs rated the

student teacher i nf l u e n c e higher than di d the s u p e rv is in g
teachers.
pupils,

On two variables,

d i s c i p l i n e and mo t i v a t i o n of

the s tu den t te ach ers ra ted their i nf lu enc e higher

than aid the othe r two groups.
All three gr o u p s
student

teachers c o n t r i b u t e d to the school p ro gra m activities,

with the student
(2.00),

agreed in their pe rc ep ti on s that the

tea ch er s ha vi ng the most pos i ti ve p er ce pti on s

fol l ow ed by the a d m i n i s tr at or s

visin g teachers

(1.71).

canteen,

and the s u p e r ­

This was true for s u p e r vi si o n of

yout h g rou ps in meetings,
d u r i n g recess,

(1.73),

pro gr a ms

and trips;

p e r f o rm an ce

g y m n a s i u m or as sem bly hall duties;

and su g g es ti on or p r o v i s i o n of n e w i n st ru ct io na l materials,
aids or ideas.
All three g r o u p s were c o n s i st en t

in their pe r ce pt io n s

that the s u p e r vi s in g tea c he rs were able to en gage in add itional

169
s c h o o l - r e l a t e d a c t i v i t i e s d u r i n g the time the stud ent t e a c h ­
ers were

tea c hi ng th eir classes.

The o ve ra ll mean scores

in­

d i c a t e d that the most p os i t i v e pe rc ep ti on s came from the a d ­
ministrators

(2.38),

and the s u p e r v i s o r s

f o l l o w e d by the stude nt tea chers
(1.73).

Of the six variables:

ation in ot he r c l a s s r o o m s or schools,
sc hool wit h pupils,

(3) pr o f e s s i o n a l

activities,
rooms

teachers,

the three gr o u p s

and

(1) v i s i t ­

(2) c o mm it te e work in
r e ad in g or writing,

work wi th staff of s cho ol or department,
p r i n c i p a l or o th er

(2.03),

(4)

(5) as sis tin g the

(6) social or r ec re at io na l

rat ed v i s i ta ti on

in other c l a s s ­

as least e n h a n c e d by s tu den t tea che r presence.
In all four v a ri ab le s ha vi ng to do with the change in

the s u p e r v i s i n g te ac he r work
stu den t

teachers,

load b e c a u s e of the pre sen ce of

the m a j o r i t y of the st ud en t tea chers felt

that the ir p r e s e n c e i n c r e a s e d the su pe r v i s i n g teacher work
load w h i l e the s u p e r v i s i n g tea ch ers felt that they di d not
have to spen d more
teaching,

time

in three of the four variables;

p l a n n i n g lessons,

f ou rt h variable,
vi sin g tea c he rs

and c o r r e c t i n g papers.

he l p g i v e n to in di vid ua l

On the
the s u p e r ­

th ou gh t they ga ve more time for this variable.

The o v e r a l l mean for the s tu de nt te ach er s
vi sin g tea c he rs

pupils,

namely,

(3.30)

(3.55)

and the s u p e r ­

i nd i c a t e d that the two g rou ps felt that

the p r e s e n c e of st u d e n t
the s u p e r v i s i n g t ea ch er s

te ach er s

i n c re as ed the work load of

to some extent.

The o ve r a l l mean s for the ten va ri abl es ha vin g to do
wi th w h e t h e r the pr e s e n c e of stud ent te ach er s ch an ge d the work
load of the a d m i n i s t r a t o r s was

2.20 whi ch is close to 2 (made

170
no change).

It was in the nee d to make a d d it io na l reports

about student teaching,

c o u n s e l i n g st ud en t teachers,

them to school ex pe cta ti ons ,

or ien tin g

and s e l e c t i n g su p e r v i s i n g t e a c h ­

ers that the a d m i n i s t r a t o r s

felt their work

They thought their

les s en ed with the h e l p the s u p e r ­

vising teachers

load was

and ot h er tea c he rs

load increased.

p r o v i d e d them du ri ng the

time the student t ea c h e r s h a n d l e d some of the t e ac hi ng r e s p o n ­
sibilities.

The a d m i n i s t r a t o r s

of student te ach er s

also felt the p o si t iv e impact

in thei r c o u n s e l i n g of ind iv id ua l pupils.

There were s i g n i f i c a n t d i f f e r e n c e s
among the three g e o g r a p h i c

in the percep tio ns

areas in the tw en t y - f o u r variables

cover ed in R e se ar ch Q u e s t i o n 6. The p e r c e p t i o n s of the a d m i n i ­
str ators

from the P h i l i p p i n e s were hi ghe r

The three areas had p o s i t i v e p e r c e p t i o n s
gory 2,

and Ca t e g o r y

discipline,

3,

ex ce pt

pupil mo tiv at ion ,

for C a t e g o r y 1, C a t e ­

for var ia b le s h av in g to do with
c l a s s r o o m or school

and c o m m u n i c a t i o n wit h pa re nt s
Mi ch iga n r es p o n d e n t s

than the other two.

in whi ch the Indiana and the

te nd ed to c ho os e the

"no change"

These variables h a d the least p o s i t i v e p e r c e p t i o n s
Phi li ppi ne re sp ond ent s.

The

visitation,

response.

from the

Phi li pp in e r e s p o n d e n t s felt that

the student t e ac h er s i n c r e a s e d the wor k load of the s u p e r v i s ­
ing teache rs on teaching,
wh i le

l es s on p la n n i n g and paper gradi ng

Indiana and M i c h i g a n r e s p o n d e n t s

th ou gh t that the help

the student te ac h er s gav e in d o i n g these r e s p o n s i b i l i t i e s d e ­
c r ea se d their work

load.

strator s felt their wo rk

The three g e o g r a p h i c

area a d m i n i ­

load h a v i n g to do wit h student t e a c h ­

ing in cre as ed but that the st ud ent te ac h er s pr o v i d e d rel ea sed

171
time for the s u p e r v i s i n g te ach er s and other te ac he rs

to he lp

the principals.
There were si g ni fi ca nt d i f f e r e n c e s for the three groups
in their e s t im at e of the effect of the p re s e n c e of student
te ac her s on t e a c h i n g - l e a r n i n g processes,
c o n t r i b u t i o n to sc hool progr am

on s tu den t teacher

activities,

and on su p e r v i s i n g

teacher c o n t r i b u t i o n to s c h o o l - r e l a t e d activit ie s.

The a d ­

m i n i s t r a t o r s gav e the highest ra ti ng to the s u p e r v i s i n g t e a c h ­
er c o n t r i b u t i o n to s c h o o l - r e l a t e d a c t i vi ti e s as a result of
the stude nt teachers'
this factor s o me wh at

presence.
lower,

The stud ent te ac h er s rated

wi th the s u p e r v i s i n g teachers

ha v i n g the least pos i ti ve pe rce ptions.
The g r o u p by size interaction,
re s p o n d e n t s

us in g the pe r c e p t i o n of

as to the effect of the p r e s e n c e of stude nt t e a c h ­

ers on the stude nt c o n t r i b u t i o n to school p ro gr am
as the d e p e n d e n t

variable,

i n d ic at ed

act ivi ti es

that the male re sp on de nt s

had more po sit iv e p e r c ep ti on s of the stud ent t ea che r impact
than the f ema le r e s p o n d e n t s .
The g r o u p by size interaction,

us i ng the s u p e r vi si ng

teach er c o n t r i b u t i o n to s c h o o l - r e l a t e d act iv it ie s
pend en t variable,

i n di ca te d d i f f e r e n c e s

across

as the d e ­

sizes.

s u p e r v i s i n g tea ch e rs had the least po s i t i v e p e r c e pt io ns

The
of

the three gr ou ps wi th ratings of their pe r c e p t i o n s be c o m i n g
lower as the size mo v e d from the m e d i u m - s i z e d ci ti es to the
barrios.

The a d m i n i s t r a t o r s had the h ig hes t p o si ti ve p e r ­

cep ti ons

in the f o l lo wi n g order:

small cities,

barrios,

towns and m e d i u m - s i z e d cities.

large cities,

The s tu den t teachers

172
assi gn ed to the towns had the h i g h e s t pe rc ep ti on s,
by those ass i gn ed to large cities,

followed

m e d i u m - s i z e d cities,

small

cities and barrios.

C o n c l us io ns

and Imp lications

The student te achers in R eg io n VII,
Philippines,
pro c es se s

in the schoo ls

res pondents.
highe r

have a pos i ti ve

C e nt ra l

Visayas,

impact on the t e a c h i n g - l e a r n i n g

as p e r c e i v e d by the three gr ou p s of

The student t e ac he r s t en de d to rate their impact

than the other two g ro up s

i n d i c a t i n g that po s s i b l y the

fee db ac k they r e c e i v e d from pupils,

parents

nel d u r i n g the stude nt t e a ch in g e x p e r i e n c e

and school p e r s o n ­
is positive.

mig ht be argued that the s u p e r v i s i n g t ea c h e r s
ate judges of the influ enc es

of the s t ud en t

It

are more a c c u r ­

tea che rs since

they are in a be t t e r po s i t i o n to see fir st hand the si tu a ti on
wh e n the stud ent te achers are pr e s e n t

and w h e n they are not

p re sen t wh ile the pe r c e p t i o n s of the o t h e r

two gr ou ps may to

some ex tent be re f l e c t e d from the o b s e r v a t i o n s
from the reports they re ce iv e from others.
r ep o r t e d po si t iv e perceptions,
p ro gr am s enjoy a f a v or ab le
of the s u p e r vi si ng te achers

impac t

Still,

ever y g r o u p

s tu de nt t e ac hi ng

in schools.

The ra ti ngs

and the a d m i n i s t r a t o r s on d i s c i p ­

line and m o t i va ti on of pupils,
oth er varia ble s

so clearly,

they make and

in C a te go ry 1

b e i n g s om e w h a t

lower than the

( t e a c h i n g - l e a r n i n g processes),

p ro ba bl y refle ct the lack of e x p e r i e n c e

and au t h o r i t y on the

part of the student teachers.
Ac co rd in g to the p e r c e p t i o n s
respondents,

of the three gr oups of

the s tu den t tea ch er s ha v e a p o s i t i v e

impact on

173
school pr o g r a m activities.
man ce d u r i n g canteen,

On three variables,

playground,

(1) p e r f o r ­

gy m n a s i u m or assembly hall

duty;

(2)

s u g ge st io n or p r o vi si on of n e w ins tru ct ion al m a t e r ­

ials;

(3)

s u g g es ti on or p ro v i s i o n of any other kinds of ideas

or aids,

the s u p e r v i s i n g teach er ratings were higher than

th os e of the ad mi ni str ato rs .

However,

ers ra t ed the stud ent teachers'
with p a re nt s c o m p a r a t i v e l y
The st ud en t

in flu en ce in c o m m u n ic at io n

low.

teachers have a po si t iv e impact on the s u ­

pe r v i s i n g t e ac he r p ar t i c i p a t i o n
vities.

the su p er vi si ng t e a c h ­

in other s ch o o l - r e l a t e d a c t i ­

The a dm i n i s t r a t o r s t end ed to rate the impact of s t u ­

de n t t ea ch er s on this cat eg o ry hi gher than the other two
g r ou ps

in six variables.

That the pe rc ep ti on s of the three

gr o up s of r es p o n d e n t s on the effec t of student t e a c h e r s ' p r e s ­
ence on the school or c l as sr oo m vi si ta tio ns by su p er vi si ng
tea ch er s are s o me w ha t

lower,

ref le ct s p r ob ab ly the lack of

funds,

of o p p o r t u n i t y and in ce n ti ve to do this kind of v i s i t ­

ation,

or it c o u l d be that

the colleagues'

tea chers do not feel welco me

in

classrooms.

The s u p e r v i s i n g teachers'
n e i t h e r d e c r e a s e d nor

feel in g that their time was

in cre as ed in planning,

teaching and

g r a d i n g pupil work speaks well of the su pe rv is in g teachers.
This impl ies

that they con ti n ue

what is b e i n g planned,

to be aware and sensi tiv e to

taught and graded.

The extra time

they spent in gi v i n g help to i nd iv idu al students

indicate a

s ha ri ng of the t e ac hi ng r e s p o n s i b i l i t y p r o vi di ng more total
teac her power

in the classroom.

174

The pr e s e n c e of student tea chers s l i gh tl y increases
the work

load of the ad mi nis tr ato rs .

teachers'

However,

he l p in c o u n s e l i n g with pupils

lease d time for the s u p e r v i s i n g teachers
wh o se te ac h in g r e s p o n s i b i l i t i e s
by the a d m i n i s t r a t o r s

and in gi vi ng r e ­
and other teachers

they take over,

the Phil ipp in e r e s p o n d e n t s

in the pe r ce pt io n s b et we en

and those from Indiana and Mic higan

co u ld be a t t r i b u t e d to cu ltu ra l d i f f e r e n c e s
The s tu den t

are r ec ogn iz ed

as means of d e c r e a s i n g their work load.

The s i g n i f i c a n t d i f f e r e n c e s

agement.

the student

tea chers

and school m a n ­

from Indiana and Mic hig an are

g e n e r a l l y older and more k n o w l e d g e a b l e of the n atu re of gro up
processes,

of what goes on in the c o m m un it y thro ugh mass

m e d i a as well as th ro ug h their work experience.

Also,

have been b ro ug h t u p in an at mo sp he re of freedom;
have more c o n f i d e n c e in themselves.
therefore,

hence,

they

The s u p e r vi si ng teachers,

do not he s i t a t e to let them alone in tea ch ing and

in pla n ni ng lessons.
pr obl ems

they

There are re l a t i v e l y fewer dis ci pl i ne

in P h i li pp in e classrooms.

ha v e more time for their children.

Generally,

the parents

That the a d m i n i s tr at or s

from the P h i l i pp i ne s have hi gher pe r c ep ti on s may be due to
the fact that school m a n a g e m e n t
simpl er

in the Ph il ip pi nes

than that in Mi ch i ga n and Indiana.

is much

The Ph il ipp in e

ad m i n i s t r a t o r s do not face such other r e s p o n s i b i l i t i e s
busing,

b re a k f a s t

and lunch for the pupils,

i n n o va ti ve projects,
tives.

as

ma ins treaming,

and c o o r d i n a t i n g a number of a l t e r n a ­

In like manner,

the s u p e r v i s i n g teacher in the P h i l i p ­

pines do not have the ten de nc y for bu rn - ou t be ca use there are

175
no h a n d i c a p p e r s

to deal wi th and the classes do not come from

m u l t i - c u l t u r a l groups.

Furthermore,

the su p e r v i s i n g teachers

in the P h i l i p p i n e s u s u a l l y have their mothe rs or their h e l p ­
ers to take care of r o u t i n e tasks in the home;
ha v e mo re

time for

the st ud ent

teachers.

hence,

they

The Phil ip pin e s t u ­

den t te a c h e r s g e n e r a l l y do not work at outsi de

jobs wh en e n ­

r o ll ed in sc ho ol so they ha ve more time to attend to i n s t r u c ­
tional

and n o n - i n s t r u c t i o n a l

ac tivities.

The male r e s p o n d e n t s hav e hi gh er p e rc ep ti on s than the
femal e r e s p o n d e n t s on the s tu den t teachers'
school p r o g r a m activit ies .

c on t r i b u t i o n to

No imp li ca ti on s were dr aw n r e ­

g a r d i n g this finding.
R e g a r d l e s s of the size of the co m mu ni ti es
s tu de nt

te a c h e r s

are assigned,

the c o o p e r a t i n g schools.
wi th

they have a pos it ive impact on

However,

the size of the c om mu ni ty.

the impact appears to vary

The least pos it i ve p e r c e p ­

tions ca m e from the s u p e r v i s i n g te ac he rs
in the ba rrios.

to which the

and student te achers

It may be that tea che rs in the barrios,

clo se c o n t a c t wi th p a re nt s and fam il i es

with

are more r el uc tan t

to c a p i t a l i z e on the o p p o r t u n i t i e s o f f er ed by stude nt teachers,
p r e f e r r i n g to m a i n t a i n their own pe rso nal role in the c l a s s ­
roo ms .

Recommendations
Sin ce d i s c i p l i n e
c r i t i c a l f ac tor s

and m o t i v a t i o n of pupils

are hi ghl y

in the t e a c h i n g - l e a r n i n g process,

all parties

i n v o l v e d in s tu de nt t e a c h i n g p r o gr am s need to be se nsi tiv e to

176
the influence of s tu den t te ach ers

in these areas.

n e e d to expect s u p e r v i s i n g t e ac he rs

All parties

to insure that standards

are m ai nt ai ned whil e s tu den t t e ac he rs

are present,

and t e a c h ­

er ed uca ti on in sti t ut io ns ne e d to do e ve r y t h i n g p o ss ib le to
prep ar e student tea che rs

to ha n d l e d i s c i p l i n e and mot i va te

the students.
Since it is n e c e s s a r y for the home and the school to
work h an d - i n - h a n d so that wh a t is l ea rn ed in s cho ol may find
furt he r app li ca ti on at home,

s tu de nt

te ach ers ne e d to be

g u i d e d and en co ur ag ed in c o m m u n i c a t i n g wi th parents.
q u i r i n g the student te ac he rs

to attend

Parent-Teacher Associ­

ati on mee tin gs and i n t r o d u c i n g them to pa re nt s
b u i l d the student te ac h er 's

Re­

s hou ld he l p

image wi th the pare nts

and e n ­

c o ur ag e them to in te ra ct ea s i l y w i t h parents.
St andard forms

that call for o b j e c t i v e r e p o r t i n g about

stud en t teaching can be ad o p t e d to save time on the part of
the principal.

School e x p e c t a t i o n s

for the stud ent

may be in wr it ing to save time d u r i n g o ri ent at ion .
ministrators' very high p e r c e p t i o n s
on.

They should be e n c o u r a g e d

teachers
The a d ­

s ho ul d be c a p i t a l i z e d u p ­

to be co me more i n v ol ve d in

p l a n n i n g and in a r t i c u l a t i n g s tu de nt

tea ch in g p r og ra m s

to further ca p it al iz e on the f a v o r a b l e pres ent

so as

i n fl ue nc e

the

stud en t teachers have in the schools.
It would be a source of e n l i g h t e n m e n t
se ar che r would u n d e r t a k e a s tu dy on wh at
s i g n i fi ca nt di f f e r e n c e s

if a no the r r e ­

acc ou nts for the

in the p e r c e p t i o n s

among the three

g e o g r a p h i c areas on the e ff ec t of the p r e se nc e of the student

177
te achers

in c o o p e r a t i n g schools on the t we nt y- fo ur

varia ble s

co v e r e d in the study.
The f i nd in gs of this stu dy i n d ic a te the b e n ef it s of
stud en t t e a c h i n g p ro g r a m s

in Re gio n

P h i l i p p i n e s even w it h o u t pl an ne d

VII,

Central

joint ef fo rts

Visayas,

b e t w e e n the

teac he r t r a in in g in s t i t u t i o n s and the c o o p e r a t i n g schools.
The pos i ti ve impact of stud ent t ea c h i n g pro g ra ms will most
li ke ly be even g r e a t e r when the tea che r e du c a t i o n in st it ut io ns
and the scho ols

sit tog ether to d e t e r m i n e what each can share

in order to make the stude nt te a c h i n g p r og ra m s yet more
functional,

me aningful,

rel ev a nt

and rewarding.

AP PEN DIX

178

A STUDY OF STUDENT TEACHING IN REGION VII, PHILIPPINES
This study is conducted in connection with a doctoral dissertation encouraged
by Michigan State University and Silliman University and favorably endorsed
by the Ministry of Education and Culture Region VII Office for the purpose of
assessing the perceptions of student teachers, supervising teachers and admi­
nistrators regarding the impact of student teaching programs on schools in
Region VII to which students are assigned from teacher training programs of
the colleges and universities. The study will involve all student teachers
of the cooperating schools of Region VII in the Philippines and their respec­
tive supervising teachers and building principals during the second half of
the first semester, school year 1979-1980,
The instruments for data gathering are patterned after the 1969 Michigan
Impact Study on student teaching with modifications geared within the context
of Philippine setting and based upon the feedback of the pilot study conducted
within the city of Dumaguete and the province of Negros Oriental during the
second week of August 1979.
DIRECTIONS TO RESPONDENTS
1.

Use the IBM answer sheet provided. There will be no way for your specific
answer sheet to be identified once you turn it in. The responses will be
machine scored and tabulated on Michigan State University equipment. Since
your responses will be combined with those from other institutions it is
essential that all respondents use the same procedure.

2.

Use the scoring pencil provided and mark the spaces to indicate your ans­
wer to each item. Blacken the space completely. Please be careful not
to put any marks on the answer sheet.

3.

Mark no more than one answer for each item. Please answer every item un­
less instructed otherwise on the instrument.

k*

In the instrument "University"' means either "college" or "university" as
appropriate. "Supervising teacher" also means "cooperating teacher,"
"sponsoring teacher," or "critic teacher". Student teacher also means
"associate teacher," or "practice teacher."

179
STUDENT TEACHER QUESTIONNAIRE

1.

Which of the following are you now!?
1.
2.

2.

What is your sex?
1.

3.

3.

Female

Large (population more than 100,000)
Medium sized city (population more than 30,000 but less than 100,000)
Small city (less than 30,000)
Town
Barrio

1.

Had junior standing

2.
3.

Had senior standing
Had the BA or BS degree

What is your all-college grade point average?
(Scales A = It, B = 3j C = 2 , D = l , F = 0

2*

Below 2.0
2.0 - 2.3

3.

2.3 - 3.0

U.
5.

3.0 - 3.5
Above 3.5

How old were you at the beginning of this student teaching assignment
(contact)?

1. 19
2. 20
3 . 21

6. 2h - 23
7 . 26 - 30
8. 30 - 36

In

9« over 36

3.
7.

2.

What was your status as a student in your college or university when you
began this student teaching assignment (contract)?

1.

6.

Male

Which statement below best describes the community in which you are doing
student teaching?
1*
2.
3.
U.
3•

U.

A single student teacher
A married student teacher

22
23

In this assignment (contact), how much time were you scheduled in stu­
dent teaching?

1.
2.

Full-time

7* Two and one-half hours twice

Full-time except was also enrolled in
a non-student teaching credit course 8.
3.' Half-days
U. One hour3 times a week
9.
3. One hour thrice a week
6. One and one-half hours twice a ureek

a week
Two hours twice a week and
one hour once a week

Other

180

- 2 -

8.

In this assignment (contact), how were you placed?
1,
2.
3•
iu

9.

With
In a
With
In a

How many
1.
2.
3.
Iu
5.

a single supervising teacher
team-teaching situation (two or more
two or three different teachers (but
special program or project different

team members)
not team-teaching)
from any of theabove

weeks long is your current assignment (contact)?

3 weeks or less
k weeks
!? weeks
6 weeks
7 weeks

6.
7.
8.
9.

8 weeks
9 weeks
10 weeks
More than 10 weeks

10. What is your primary current student teaching assignment (contact)?
1.
2.
3.
5.

Grades 1 & 2
Grades 3 & U
Grades $ & 6
First Year
Second Year

6.

Third Year
Fourth Year
8. First Year & Second Year
9 o Third Year & Fourth Year
7,

11. To what subject area or teaching field were you primarily assigned for
student teaching (check one answer only from item 11 and 12)
1.
2.
3.
U.
5.

Reading
Language
Pilipino
Math (elem.)
Science (elem.)

6.
7.
8.
9.

Social Studies (elem.)
Music and Art
Work Education
Health and P.E.

1.
2.
3.
U.

Communication Arts (Pilipino)
Communication Arts (English)
Science
Mathematics
Social Studies

6.
7.
8.
9.

Practical Arts
Citizen Army Training
Youth Development Training
Other

QUESTIONS 13 THROUGH 16 deal with any changes in individualized instruction
provided for the pupils which may have resulted from your presence.
13« To what extent did your supervising teacher work with individual pupils
as compared to when he does not have a student teacher?
1.
2.
3.

Much more than usual
Somewhat more than usual
About the same as usual

L. Somewhat less than usual
3. Much less than usual
6. Don't know

181

3 lit. To what extent was individual help or counseling provided the pupils
during non-class hours as compared to what would have been possible if
you had not been present?
1,
2,
3,

Much more than usual
Somewhat more than usual
About the same as usual

U.
5«
6.

Somewhat lessthan usual
Much less than usual
Don't know

15. To what extent did conferring with you take time of the teacher so he
had less time for individual work with pupils?
1.
2.
3.

Frequently
Sometimes
Seldom

!u
5.

Never
Don't know

16. To what extent did planning with you take the time of the teacher so he
had less time for individual work with pupils?
1.
2.
3.

Frequently
Sometimes
Seldom

U.
5.

Never
Don't

know

17» To what extent was re-teaching necessary after you taught?
1.
2.
3.

Frequently
Sometimes
Seldom

it.
5.

Never
Don't

know

QUESTIONS 18 THROUGH 23
To what extent were any of the following instructional activities for the
pupils in your supervising teachers assigned classes changed because of
your presence?
18. Provision for make-up work.
1.
2.
3.

Much greater
Somewhat greater
No change

U.
5.
6.

Somewhat less
Much less
Don't
know

19* Follow-up of exams.

1. Much better
2. Somewhat better
3 • No change

it. Somewhat poorer
5. Much poorer
6. Don't know

182

-

1

-

20. Supervision of playgrounds, assemblies, etc.
1.
2.
3.
1.

Much better
Somewhat better
No change
Somewhat poorer

5. Much poorer
6. Does not apply
7. Don’t know

21. Amount of material covered.
1.
2.
3.

Much more
Somewhat more
No change

1. Somewhat less
5. Much less
6. Don't know

22. Discipline
1.
2.
3.

Much better
Somewhat better
No change

1.
S.

6.

Somewhat poorer
Much poorer
Don't know

23. Motivation of pupils.
1.
2.
3.

Much better
Somewhat better
No change

1. Somewhat poorer
5. Much poorer
6. Don't know

QUESTIONS 21 THROUGH 28 deal with the contributions you may have made to the
school program. Did you make any specific contributions to the school, pupils,
or teachers, such ass
21.

Supervise youth groups in meetings, programs, field trips, etc.?
1. Often

2$.

3. No

2. Sometimes

3. No

Did you bring, develop, provide, or suggest any new or different
instructional materials?
1.
2.

28.

2. Sometimes

Perform recess, canteen, gymnasium, playground, or assembly duty?
1. Often

27.

3. No

Communicate with parents?
1. Often

26.

2. Sometimes

A greatmany
Some

3.
1.

No
I am not sure

Did you suggest or provide any other kinds of aid or ideas?
1.
2.

A greatmany
Some

3.
1.

No
I am not sure

183

-

5

-

29. How do you feel your contributions (27 and 28) were received?
1. They were used
2. They were not used
3. I was discouraged from making such contributions
U. I really did not have much to offer
30. How many hours per week on the average did you teach your supervising
teacher's assigned classes?

.
2.

1

3.
U.
5.

6. 11-12 hours per week

1-2 hours per week
3-U hours per week
5-6 hours per week
7-8 hours per week
9-10 hours per week

7. 13-lU hours per week
8 15-16 hours per week
9. More than 16 hours

.

31« How many hours per week on the average was your supervising teacher
able to be away from the classroom while you were teaching his
assigned classes?
1. Less than 1
2 1-2
3. 3-U

.

7. 11-12
8. 13-lU
9. More than lU

U. 5-6
5. 7-8
6. 9-10

QUESTION 32 THROUGH 38
To what extent did your supervising teacher engage in any of the following
additional activities during the time you were teaching his assigned classes?
32. Visitation in other classrooms or schools.
1.
2.

A great deal
To some extent

3.
U.

Not at all
Don't know

33. Committee work in the school with pupils,
1. A great deal
2. To some extent

3. Not at all
U. Don't know

3U. Professional reading or writing.
1. A great deal
2. To some extent

3.
U.

Not at all
Don't know

35. Work with staff of school or department.
1.
2.

A great deal
To some extent

3.
U.

Not at all
Don't know

184

-

6

-

36* Participating in supervising teacher seminars or other in-service activi­
ties dealing with student teaching*
1.
2.

A greatdeal

3* Not at all
U. Don’t know

To some extent

37* Assisting the principal or other teachers.
1.
2.

A greatdeal

3. Not at all
U. Don’t know

To someextent

38, Social or recreational activities.
1.
2.

A greatdeal
To someextent

3. Not at all
U* Don’t know

QUESTIONS 39 THROUGH U3

To what extent did you relieve other regular staff members who did not have
student teachers of the following activities?
39* Teaching.
1.

Many times

2.

Once or a few times

3. Not at all

2.

Once or a few times

3. Not at all

UO. Chaperoning.
1.

Many times

111* Supervision of canteen duty.
1.

Many times

2.

Once or a few times

3. Not at all

Once or a few times

3. Not at all

Once or a few times

3. Not at all

U2. Supervision of assembly,
1.

Many tines

2.

U3« Supervision of playground.
1.

Many times

2.

QUESTION bk THROUGH U6
To what extent were other staff members able to engage in any of the follow­
ing activities because of your presence in the building?
Ijlu Visitation in other classrooms or schools.
1* Many times
2. To some extent

3. Not at all
U. Don’t know

185
mm

'J

mm

hS» Committee work in the school.

1.
• 2.

A great
deal
To someextent

3. Not at all
U. Don’t know

U6. Professional reading or writing.
1,
2.

A greatdeal
To someextent

3. Not at all
U. Don't know

U7. How many hours per week on the average do you estimate you spent in the
physical presence (close enough to see or talk with) of your supervising
teacher?
lo
2.
3.
lu

Less than 3
h -S

6-7
8-9

5.
6.
7.
8.

10-11
12-13
1U-15
16-17

9.

More than 17

U8. How did your presence as a student teacher affect the average number of
hours per week your supervising teacher spent at school as compared to
when he does not have a student teacher?
1.
2.
3.
Lu
6.
7.
8.
9.

Added more than 5 hours per week.
Added more than b hours per week.
Added more than 3 hours per week.
Added more than 2 hours per week.
Added up to one hour per week.
Had no effect.
Reduced by up to one hour per week.
Reduced by 2-3 hours per week.
Reduced by h - 5 hours per week.

U9. How did your presence affect the average number of hours per week your
supervising teacher worked on job related activities away from school?
1.
2.
3.
Li.
5.
6.
7.
8.
9.

Added 5 hours per week.
Added Jj. hours per week.
Added 3 hours per week.
Added up to 2 hours per week.
Added up to one hour per week.
Had no effect.
Reduced by up to one hour per week.
Reduced by 2-3 hours per week,
Reduced by k -S hours per week.

QUESTION $0 THROUGH $3
To what exbent was the time your supervising teacher spent on the following
activities changed because of your presence?

186
mm

Q —

50. Teaching
1. Increased a great deal
2. Increased to some extent
3. Remained about the same

U.
5.
6.

Reduced to some extent
Reduced a great deal
Don't know

lu

Reduced to some extent
Reduced a great deal
Don't know

5l• Lesson Planning
1.
2.
3.

Increased a great deal
Increased to some extent
Remained about the same

5.

6.

52. Paper grading
1.
2.
3.

Increased a great deal
Increased to some extent
Remained about the same

lu
5.

6.

Reduced to some extent
Reduced a great deal
Don't know

53. Help to individual students
1. Increased a great deal
2. Increased to some extent
3. Remained about the same

lu
5.

6.

Reduced to some extent
Reduced a great deal
Don't know

QUESTION Sh THROUGH 60
To what extent did your supervising teacher engage in the following activities
because of your presence?
5U. Planning with you

1.
2.

A great many extrahours
Some extra hours

3. No extra hours

55. Evaluating your progress and activities

1.
2.

A great many extra hours
Some extra hours

3. No extra hours

56. Holding casual and/or personal conversations not really a part of
student teaching.
1.
2.

A great many extra hours
Some extra hours

3. No extra hours

57. Fulfilling social obligations resulting from your presence

1.
2.

A great many extrahours
Some extra hours

3. No extra hours
lu Don't know

187
- 9 -

58. Preparing additional reports
1.
2.

A great many extra hours

Some extra hours

3. Wo extra hours
U° Don’t know

59. Making additional preparations for teaching
1.
2.

A great many extra hours ,

Some extra hours

3. No extra hours
U. Don't know

60. holding telephone conversations or other conferences with you
1.

A great many extra hours

3. Wo extra hours

2.

Some extra hours

U. Don't know

61. Hew many times per week on the average did you have contact with your
supervising teacher outside of regular working hours at school?
(Telephone, conferences, social engagements, etc,)
1.
2.
3»

Less than one
1-2
3-U

3. 5-6
U. 7-8
5. More than 8

62. How many days during student teaching did you handle classes for your
supervising teacher while he was away for reasons other than student
teaching business (professional work, request of principal or other
people, personal or private affairs outside of school) in which a
substitute teacher would have had to be hired if you had hot been there?
1. None
2. Less than one
3. 1-2

U. 3-U
5» 5-6
6, 7-8

63. During student teaching how many days did you handle classes for any
teacher(s) other than your supervising teacher, while that teacher was
away from class?
1. None
2. One or less
3. 2-3

U« U-5
5. 6-7
6. More than 7

6U. How many hours do you estimate you spent doing volunteer work in the
community where you were assigned for student teaching (youth groups,
home service, church work and the like) during your student teaching
period?
1. None at all
2. One to five hours
3. Six to fifteenhours

5. Sixteen to thirty hours
6. More than thirtyhours

188

- 10 -

6$. What effect do you feel working with student teachers has had on the
performance of your supervising teacher?
1.
2.
3.
it.
5.
6.

Has made him a much more effective teacher
Has made him a more effective teacher
Has had no effect on his teaching
Has made him a less effective teacher
Has made him a much less effective teacher
I am unable to judge

66. What do you think should be the attitude of the administration and teachers
in the school to which you were assigned about working with student teachers?
1.
2.
3.
U.
5>.
6.

Should aggressively seek student teachers
Should seek student teachers
Should accept student teachers if asked
Should resist having student teachers in the school
Should refuse to have student teachers in the school
I am unable to judge

6?. What recommendation would you give your friends about accepting a student
teaching assignment in the same school with the same supervising teacher
(or in the same project)?
1.
2.
3.

Accept with enthusiasm
Accept
Be neutral

5.

Try for a different assignment
Reject the assignment

68. How many times has the university coordinator or supervisor of student
teaching been in your school during your student teaching contact?
1.
2.
3.

Not at all
1 to 2 times
3 to h times

U. 5 to 6 times
E>„ More than 6 times

69* How much help has the university coordinator (supervisor) provided you?
1.
All the help Ifeltwas necessary
2. Most of the help I felt was needed
3* Some of the help I felt I needed
U. Little of the help I felt was needed
E>. No help at all
70. To what extent have your supervising teacher and/or other school personnel been helpful to you on matters not directly concerned with stu­
dent teaching?
1.
2.
3.
U.

They have gone out of their way to be helpful
They have helped when as Ited
They have not helped
No such helpwasneeded

189

- 11 -

71. Would you accept a teaching position if offered for next year in the
building or system in which you did your student teaching?

1.

Yes

2.
3.
U.
f>.
6.

No,
No,
No,
No,
No,

because I intend to go to graduate school
because I plan to live in another geographic area
for personal reasons
for professional reasons
because I have decided not to teach

72. Why were you assigned to this particular student teaching station?
1.
2.
3.
U*
5.

I requested this school or area.
I requested this kind of program or project.
I had no particular preference and was placed in this assignment
by my college or university.
I really preferred a different assignment but was placed in this
one by .my college or university.
I was required to accept this assignment even though I expressed
a strong preference for a different one.

190
TEACHER-•QUESTIOiliJAlFJE

1.

Which of the following are you now?
1.
2.

2.

What is your sex?
1.

3.

5.

5.

Large city (population more than 100,000)
Medium sized city (population more than 50,000 but less than 100,000)
Small city (population less than 50,000)
Town
Barrio

Three or less years
Four to seven years
Eight to twelve years
Thirteen to fifteen years
Sixteen to eighteen years

6.
7»
8.
9.

Nineteen to twenty-one years
Twenty-two to twenty-four years
Twenty-five to twenty-seven years
More than twenty-seven years

One to three
Four to six
Seven to nine
Ten to twelve
Thirteen to fifteen

6.
1.

8.
9«

Sixteen to eighteen
Nineteen to twenty-one
Twenty-two to twenty-four
More than twenty-four

How well do you feel your present student teacher was prepared to enter
student teaching?
1.
2.
3•

7.

Female

With how many student teachers have you worked in the last 5 years?
(include your current student teacher)
1.
2.
3.
U.

6.

2.

How many years of teaching have you completed including this year?
1.
2.
3.
it.

5.

Male

Which statement below best describes the community in which you teach?
1.
2.
3.
it.
5.

it.

A single supervising teacher
A married supervising teacher

Extremely well prepared
Well prepared
Adequately prepared

Minimally prepared

In this assignment (contact), how was your student teacher scheduled in
student teaching?
1.
2.
3.
U.

5.
6.
7.
S.
9.

Full-time
Full-time except he was also enrolled in a non-student teaching
credit course.
Half days
One hour five times a week
One hour thrice a week
One
and one-half hourstwice a week
Two
and one-half hourstwice a week
Two
hours twice a weekand 1
hour once aweek
Flexible arrangement with no more than five hours a week

191
-

8.

-

In this assignment (contact) how was your student teacher placed?
1.
2.
3.
1*.

9.

2

With
you as the single supervising teacher.
In ateam-teaching situation (two or more team members).
With

two or three different teachers (but

not team-teaching).

In aspecial program or project different from any of the above.

How many weeks is your student teacher scheduled in this assignment
(contact)?
1.
2.
3.
h»

5.

3 weeks or less
ii-5 weeks
6-7 weeks
8-9 weeks
10-11 weeks

6.
7.
8.

12-13 weeks
Ii*-l5 weeks
Wore than 15

10. What is your own current teaching assignment?
1.

Grades 1 Sc 2

6. Third Year

2.
3.
U.
5.

Grades 3 &•U
Grades 5 Sc6
First Year
Second Year

7- Fourth Year
8. First Year andSecond Year
9. Third and Fourth Year

11. To what subject area or teaching field are you primarily assigned?
(You may check one answer only from item 11 and 12.)

1.
2.
3.
u.

Reading
Language
Pilipino
Math (elem.)
Science (elem.)

6.
7.
8.
9.

Social Studies (elem.)
Music and Art
Work Education
Health and P.E.

1.
2.
3.
u.
5.

Communication Arts (Pilipino)
Communication Arts (English)
Science
Mathematics
Social Studies

6.
7.
8.
9.

Practical Arts
Citizen's Army Training
Youth Development Training
Other

QUESTIONS 13 THROUGH 16 deal with any changes in individualized instruction
for the pupils which may have resulted from your student teacher’s presence.

13. To what extent did you work with individual pupils as compared to when
you do not have a student teacher?
1.
2.

3.

Much more than usual
Somewhat more than usual
About the same as usual

U. Somewhat less than usual
9* Much less than usual

192

Hi. To what extent was individual help or counseling provided your pupils
during non-class hours as compared to what would liave been possible
if you had not had a student teacher?
1.
2.
3.

Much more than usual
Somewhat more than usual
About the same as usual

U.
5.

Somewhat less than usual
Much less than usual

15. To what extent did conferring with your-student teacher take your tiire
so you had less time for individual work with pupils?
1.
2.

Frequently
Sometimes

3.
lu

Seldom
Never

16. To what extent did planning xtfith your student teacher take your time so
that you had less time for individual work with pupils?
1.
2.

Frequently
Sometimes

3.
lu

Seldom
Never

17. To what extent was re-teaching necessary after the student teacher taught?
1.
2.

Frequently
Sometimes

3*
lu

Seldom
Never

QUESTION 13 TI-IRO'JGK 23
To what extent were any of the following instructional activities for your
pupils changed because of your student teacher's presence?
18. Provision for make-up work
1.
2.
3.

Much greater
Somewhat greater
No change

lu
5.

Somewhat less
Much less

lu
5.

Somewhat poorer
Much poorer

19. Follow-up of exams
1.
2.
3.

Much better
Somewhat better
No change

20. Supervision of playgrounds, assemblies, etc.
1. Much better
2. Somewhat better
3. No change

lu Somewhat poorer
5 • Much poorer
6. Does not apply

193
- U -

21. Amount of material covered
1.
2.
3.

Much more
Somewhat more
No change

lu Somewhat less
5. Much less

22. Discipline
1.
2.
3.

Much better
Somewhat better
No change

lu Somewhat poorer
5. Much poorer

23. Motivation of pupils
1.
2.
3.

Much better
Somewhat better
No change

lu Somewhat poorer
5. Much poorer

QUESTIONS 2U THROUGH 26 deal with the contributions your student teacher
may have made to the school program. Did your student teacher make any
specific contributions to the school, pupils, or teachers, such as
2lu Supervise youth groups in meetings, programs, trips, etc.?
1,
2.

Often
Sometimes

3.
lu

No
Don't know

3.
lu

No
Don't know

25. Communicate with parents
1.
2.

Often
Sometimes

26. Perform recess, canteen, gymnasium, playground or assembly duty?
1.
2.

Often
Sometimes

3.
lu

No
Don't know

27. Did your student teacher bring, develop, provide, or suggest any new or
different instructional materials?
1.

A great many

2.

Some

3.

No

28. Did your student teacher suggest or provide any other kinds of aid or
ideas?
1.

A great many

2.

Some

3.

No

194

-5

-

29. What use were you able to make of the contributions (27 & 28) of your
student teacher?
1.
2.
3.
h.

I used them.
I did not use them.
I had to discourage him from contributing too freely.
My student teacher really did not have much to offer.

30. How many hours per week on the average did your student teacher teach
your assigned classes?

1.
2.
3.
U.
5.

6.
7.
8.
9.

1-3 hours
U-6 hours
7-9 hours
10-12 hours
13-15 hours

31. How many hours per week on the average were you able to be away from the
classroom while your student teacher was teaching your assigned classes?
1.

9-10
7 . 11-12
8. 13-lU
9. More than 15

Less than one

6.

2 . 1-2
3. 3-U
U. 5-6

5

.

7-8

To what extent did you engage in any of the following additional activities
during the time your student teacher was teaching?
32. Visitation in other classrooms or schools.
1.

A

greatdeal

2.

3. Mot

at all

To some extent

3. Hot

at all

To some extent

3. Hot

at all

3. Hot

at all

To some extent

33* Committee work in the school with pupils.
1.

A

greatdeal

2.

3U. Professional reading or writing
1*

A

greatdeal

2.

35. Work with staff of school or department
1.

A

greatdeal

2.

To some extent

36. Participating in supervising teacher seminars or other in-service activi­
ties dealing with student teaching.
1.

A

greatdeal

2.

To some extent

3. Hot

at all

195
- 6 -

37* Assisting the principal or other teachers
1.

A great deal

2. To some extent

3. Not at all

38. Social or recreational activities
1.

A great deal

2. To some extent

3.

Not at all

QUESTION 39 THROUGH 1*3
To what extent did your student teacher relieve other regular staff members
who did not have student teachers of the following activities?
39. Teaching
1.
2.

Many times
Once or a few times

3.
1*.

Not at all
Don't know

3.
1*.

Not at all
Don't know

3.
1*.

Not at all
Don't know

3.
1*.

Not at all
Don't know

3.

Not at all
Don't know

1*0. Chaperoning
1.
2.

Maiy times
Once or a few times

1*3.. Supervision of canteen duty
1.
2.

Many times
Once or a few times

1*2. Supervision of assembly
1.
2.

Many times
Once or a few times

1*3. Supervision of playground
1.
2.

Many times
Once or a few times

1*.

QUESTION 1*1* THROUGH 1*6
To what extent were other staff members able to engage in any of the follow­
ing activities because of the presence of student teachers in the building?
1*1*. Visitation in other classrooms or schools
1.
2.

Many times
To some extent

3.
1*.

Not at all
Don't know

196

- 7
U5. Committee work in the school
1.
2.

A great deal
To some extent

3,
lu

hot at all
Don’t know

3.
lu

Not at all
Don't know

U6. Professional reading or writing

1» A great deal
2. To some extent

U7« How many hours per week on the average do you estimate you spent in the
physical presence (close enough to see or talk with) of your student
teacher?
1.
2.
3.
lu
5.

Less than 3
U-5
6-7
8-9
10-11

6.
7o
8.
9.

12-13
1U-15
16-17
More than 17

U8. How did the presence of a student teacher affect the average number of
hours per week you spent at school as compared to when you do not have
a student teacher?
1.
2.
3.
U.
5.
6.
7.
8.
9.

Added more than 5> hours per week
Added more than U hours per week
Added more than 3 hours per week
Added more than 2 hours per week
Added up to one hour per week
Had no effect
Reduced by up to one hour per week
Reduced by 2-3 hours per week
Reduced by more than 3 hours per week

U9. How did your student teacher’s presence affect the average number of
hours per week you worked on job-related activities away from school?
1.
2.
3.
lu

5.
6.
7.
8.
9.

Added more than 5 hours per week
Added more than 1± hours per week
Added more than 3 hours per week
Added more than 2 hours per week
Added up to one hour per week
Had no effect
Reduced by up to one hour per week
Reduced by 2-3 hours per week
Reduced by more than 3 hours per week

197
- 8 QUESTION 50 THROUGH 53
To what extent was the time you spent on any at' the following activities
changed because of your student teacher's presence?

50. Teaching
1.
2.
3.

Increased a great deal ■
Increased to some extent
Remained about the same

U.
5.

Reduced to some extent
Reduced a great deal

lu
5.

Reduced to some extent
Reduced a great deal

lu
5.

Reduced to some extent
Reduced a great deal

lu
5.

Reduced to some extent
Reduced a great deal

51. Lesson Planning

1.
2.
3.

Increased a great deal
Increased to some extent
Remained about the same

52. Paper Grading
1«
2.
3.

Increased a great deal
Increased to some extent
Remained about the sane

53. Help to individual students

1.
2.
3.

Increased a great deal
Increased to some extent
Remained about the same

QUESTION 5U THROUGH 6l
To what extent did you engage in the following activities because of the
presence of the student teacher?
5U. Planning with or for your student teacher
1.
2.

A great many extra hours
Some extra hours

3.

No extra hours

55# Evaluating your student teacher's progress or activities
1.
2.

A great many extra hours
Some extra hours

3.

No extra hours

56. Holding casual and/or personal conversations not really a part of
student teaching.
1.
2.

A great many extra hours
Some extra hours

3.

No extra hours

198

-9 57. Fulfilling the social obligations resulting from your student teacher’s
presence,
1.

A great many extra hours

2.

Some extra hours

3» ho

extra hours

3. No

extra hours.

58. Preparing additional reports,
1.

2.

A great many extra hours
Some extra hours

59. Making additional preparation for teaching.

1.
2.

A great many extra hours
Some extra hours

3. No

extra hours

60. Holding telephone conversations or other conferences with your student
teacher.
1.
2.

3. No

A great many extra hours
Some extra hours

extra hours

61. How many times per week on the average did you have contact with your
student teacher outside of regular working hours at school? (Telephone,
conferences, social engagements, etc.)
1.
2.
3.

Less than one
1-2

lu
5.
8.

3-U

9-6
7-8
More than 8

62. How many

days during student teaching did yourstudent teacher handle
classes for you while you were away for reasons other than student
teaching business (professional work, request of principal or other
people, personal or private affairs outside of school) in which a
substitute would have had to be hired if the student teacher had not
been there?

1.
2.
3.
U.
9*

None
Less than one
1-2
3-U
9-6

A
'

6.
7.
8.
9.

7-8
9-10
11-12
More

63. During student teaching how many days did your student teacher handle
classes for any teacher other than yourself while that teacher was away
from his class?
1.
2.
3.

None
Oneor less
2-3

U.

U-9

9.

6-7

6.
7.
8.
9.

8-9
10-11
12-13
More than 13

199

-

10

-

6Lu How.many hours do you estimate your student teacher spent doing volunteer
work in the community where he was assigned for student teaching (youth
groups, home service, church work and the like) during his student teach­
ing period?

1.
2.
3.

Hone at all
One to five hours
Six to fifteen hours

Lu Sixteen to thirty hours
$ , More than thirty hours

69 . What effect do you feel working with student teachers has had on your
own teaching performance?
1.
2.
3.
Lu
9.

Has made me a much more effective teacher
Hasmade me a more effective teacher
Has had no effect on my teaching
Hasmade me a less effective teacher
Hasmade me a much less effective teacher

66. What do you think should be the attitude of the administrators and
teachers in your school about working with student teachers?
1.
2.
3.
Lu
9.

Should aggressively seek student teachers
Should seek student teachers
Should accept student teachers
Should resist having student teachers in theschool
Should refuse to have student teachers in the school

67. If you were starting over, would you accept another student teacher with
similar credentials from the same institution under the same general cir­
cumstances?
1.
2.
3.
Lu
9.

Iwould acceptwith enthusiasm
Iwould accept
I feel neutral about it
Iwould probablydecline
Iwould refuse

68. How many times has the university coordinator or supervisor of student
teaching been in your school during this student teaching contact?
1.
2.
3.
Lu
9.

hot at all
One to two times
Three to four times
Five to six times
Seven to eight times

6. Nine to ten times
7. Eleven to twelve times
8. Thirteen to fifteen times
9. Sixteen or more times

200

-

11

-

69. How much help has the university coordinator (supervisor) provided you?
1.
2.
3.
5.

All the help I felt was necessary
Most of the help I felt was needed
Some of the help I felt I needed
Little of the help I felt was needed
No help at all

70„ Has the university coordinator been helpful to you with any matters not
directly concerned with student teaching?
1.
2.
3.
U.

He
He
He
No

has gone out of his way to be helpful
has helped when asked
has not helped
such help was needed

71. Would you want your student to teach in your building or system next
year?
1. les
2. No, but would recommend him in a different system or building
3. .No
72. Titfhy was this student teacher assigned to you?
1.

I volunteered since I feel a professional obligation to help
prepare future teachers.
2. I volunteered but only because I felt pressure from an
administrator to do so.
3. I volunteered because I thought a student teacher would be
helpful to me in performing my school duties.
U. I did not volunteer but was requested by an administrator to
take the student teacher.
f>. I was forced to work with the student teacher against my will.

201
iDmiSTEATOB. QUESTJQHNAIBE

1*

Which of the following are you now?
1.
2.

A single school administrator
A married school administrator

2. What is your sex?
1.
3.

Male

2.

Female

What is your present administrative assignment?
1.
2.
3.
If.*

A head teacher
An elementary school principal
A high school principal
Other

!*• Which statement below best describes the community in which your school
is located?
1.
2.
3*
!*•
5*
5*

Large city (population more than 100,000)
Medium sized city (population more than 50,000 but lass than 100>000)
Small city (population less than 50,000)
Town
Barrio

For how many years have you been a school administrator?
1. Two or less
2. Three to five
3* Six to nine
U« Ten to twelve
5. More than twelve

6*

For how many years have you been an administrator in your present
building?
1. Two or less
2. Three to five
3. Six to nine
iw Ten to twelve
5. More than twelve

7*

How many pupils are assigned to your building?
1*
2..
3.
tu
5f

Less than 200
201-1*00
1*01-600
601-800
801-1000

6,
7.
8.
9.

1001-1200
1201-11*00
1U01-1600
More than 1600

202
»

8.

••

How many* teachers are assigned in your building?
1.
2.
3.

9.

2

$ or less
6-10
11-15

lu 16-20
5. 21-25
6. 2.6-30

7.- 31-35
8. 36-U0
9. Mare than h0

For how many years have student teachers been assigned in the building
in which you are presently the administrator?
1.
2.
3*

Three or less
Four to six
Seven to nine

lu Ten to twelve
5. Thirteen to fifteen
6. More than fifteen

10. How many student teachers are assigned to your building at the present
time?
1.
2.
3.
lu
5.

1-3
h-6
7-9
10-12
13-15

6.
7.
8.
9*

16-18
19-21
22-2U
More than

U . What is the optimum number of student teachers you can accommodate in
your building each year?

.16-18

6

1.

1-3

2.

it-6

7. 19-21

3.
lu
5.

7-9
10-12
13-15

8.
9.

22-2U
More than 25

12, How well do you feel the student teacher(s) presently assigned to your
building were prepared to enter student teaching?
1,
2,
3*

Extremely well prepared
Very well prepared
Adequately prepared

lu Minimally prepared
5» Inadequately prepared

13» For what proportion of their time are the majority of the student teachers
assigned to your building scheduled by their institution to student teach­
ing?
1,
2*

Full days
Full tin® except was also enrolled in non-student teaching credit
course
3, Half days
lu One hour daily
5'* One hour thrice a week
6‘, One and a half hours twice a
week
7* Two and a half hours twice a
week
8, Two hours twice a week andone hour once a week
9*
Flexible arrangementbut no more than five hours a week

203

- 3 QUESTION lit through 26 deal with the contributions student teachers may have
made to the school program in your building. Use the following -code for
question lh through 19s
1.
2.
3.
u.
5.

Often
Sometimes
No
Does not apply
Don’t know

Have student teachers made any specific contributions to the school, pupils,
or teachers, such ass
lh. Supervise youth groups in meetings, programs, trips, tours, etc.?
15. Communicate with parents?
16. Perform recess, lunch, gymnasium, playground or hall duty?
17. Chaperone social activities

for pupils?

18. Coach or assist in interscholastic or extracurricular activities?
19. Assist in handling discipline problems?
20. How many new or different instructional materials have student teachers
brought, developed, provided, or suggested to the school teachers?
1.
2.
3.

A great many
Quite a few
Some

h. A very few
5. None

21. To what extent have student teachers suggested or provided any other
kinds of aids or ideas?
1.
2.
3.
h.

Often
Sometimes
Seldom
Never

22. What use have your teachers been able to make of the contributions
(20 St 2l) of student teachers?
1.
2.
3.
h«
5,

They always use them
They sometimes use them
They do not use them
They discourage student teachers from contributing too freely
Student teachers really do not have much to offer

204

- U 23* How many hours per week on the average do student teachers in your
building teach their supervising teachers' assigned classes?
1.
2.
3*
lu
9.

Less than 3 hours a week
U-5 hours per week
6-7 hours per week
8-9 hours per week
10-11 hours per week

6. 12-13 hours per week
7.
8
9.

.

lU-l5 hours per week
16-17 hours per week
More than 17

2lu How many hours per week on the average are your teachers able to be
away from their classroom while student teachers teach their assigned
classes?
1. Less than one
2. One to five
3. Six to ten

lu
5.
6.

Eleven to fifteen
Sixteen to twenty
More than twenty

QUESTIONS 29 through 3 k - To what extent are any of the following instruc­
tional activities for pupils changed because of the presence of the student
teachers in your building?
29. Provision for make-up work,
1,
2,
3,

Much greater
Somewhat greater
No change

iu
9.

Somewhat less
Much less

iu
9.

Somewhat poorer
Much poorer

lu
9.

Somewhat less
Much less

26, Follow-up of exams,
1.
2.
3.

Much better
Somewhat better
No change

27. Individual counseling of pupils,
1,
2,
3,

Much more
Somewhat more
No change

28, Supervision of playgrounds, assemblies, etc,
1,
2,
3*

Much better
Somewhat better
No change

iu
9.

Somewhat poorer
Much poorer

lu
9.

Somewhat less
Much less

29, Amount of reteaching necessary,
1. Much more
2. Somewhat more
3. No change

205
- 5

30, Discipline.
1.

Much better

2.
3.

Somewhat better
No change

U.
3.

Somewhat poorer
Much poorer

U.
5.

Somewhat poorer
Much poorer

iu
$.

Somewhat less
Much less

U.
5.

Somewhat less frequent
Much less frequent

U.
5.

Somewhat poorer
Much poorer

31. Motivation of pupils.
1.
'2.
3.

Much better
Somewhat better
No change

32. Use of audio visual materials
1.
2.
3.

Much more
Somewhat more
No change

33. Use of field trips.
1.
2.
3.

Much more frequent
Somewhat more frequent
No change

3U. Overall quality of instruction.
1 . Much better
2. Somewhat better
3. No change

206
•• 6 •*
QUESTION 35 through 1*5 - How do you feel the availability of the following
university services has influenced the attitude of your staff concerning
working with student teachers?
Use the following code .or questions 35 through 1*5s

1.
Has
hada very positive effect
2.
Has
hada positive effect
3. Has had no effect
1*. Has
hada negative effect
5.
Has
hada very negative effect
6 . This service has not been available and would have had no effect
if available
7. This service has not been available but would have had a positive
effect if available
8 . This service has not been available but would have had a very positive
effect if available
9. I do not know whether or not this service is available
35* Tuition free university credit courses.
36. University library privileges.
37. Faculty identification cards,
38. Recognition certificate from the University.
39. Consultant services from the University.
1*0. Instructional materials from the University.
I4I. Tickets to university events - athletics, cultural events, etc.
1*2. Hospitalization services.
1*3. Cash stipends to the supervising teacher.

111*. Seminars, workshops or meetings in your school or school area.
1*5. Seminars, workshops or meetings on the University campus.

QUESTION 1*6 through 5l - To what extent does the presence of a student
teaoher change the supervising teacher's participation in the following
activities s
Use the following code for questions 1*6 through 5ls

207

7

1.
2.
3.

Much more than usual
More than usual
No change

U. Less than usual
5. Much less than usual

li6. Visitation in other classrooms or schools.
U7. Committee work in the school with pupils.
U8. Professional reading and/or writing.
I4.9 . Work or meet with staff members of school or department..
50. Assistance to the principal. or to other teachers.
51. Involvement in social or recreational activities.
Use the following code for questions 52 through 5Us
1.
2.
3.

Very positively
Somewhat positively
Neutral

U. Somewhat negatively
5* Very negatively

52. Generally, how do parents of your pupils react to having student teachers
in the building?
53. Generally, how do the custodial, canteen and clerical staff react to
having student teachers in the building?

5U. Generally, how do the pupils react to having student teachers in the
building?
Question 55 through 65 deal with any changes in your own work lead because
of having student teachers in your building.
55* To what extent has having student teachers in your building affected th^>
average number of hours per week you work?
1. Added more than six hours per week
2. Added two to five hours per week
3. Added one hour or less per week
1*. Made no change
5. Reduced by onehour or less per week
6. Reduced by one
tofive
hours perweek
7. Reduced by six
ormore
hours perweek

208

- 8 -

Question 56 through 65 - 'What has been the cause of any change in your
own work load brought about by student teachers?

Use the following code for questions 56 through 6
1.

Increased your work load

2.
3c

Made no change.

It..

Decreased your work load
Does not apply

56. Additional reports regarding student teaching or student teachers.
5?, Counseling student teachers.
58. Selection of supervising teachers.
59. Orientation of student teachers.
60. Finding instructional materials.
61. Counseling supervising teachers.
62. Communication with parents about activities related to student teachers,
63. Student teacher’s assistance in counseling students.
6U. Time of supervising teachers being made available by the student teachers'
teaching of classes.
65. Time of other teachers being made available by student teachers’ handling

some of.their assigned responsibilities.
66. To what extent has the university coordinator or supervisor of student
teaching been available to you and your staff during the student teacher
contact?
1.
2.
3.
k»

Has
Has
Has
Has

always been available
usually been available
been available on call when needed
been generally unavailable

5.

Has never been available

67. To what extent do your supervising teachers encourage student teachers
to have a variety of experiences outside the assigned classroom?
1.

A great deal

2.
3.

To some extent

U.

To a limited degree
Wot at all

209

- 9 68 .VJhat effect do you feel working with student teachers has had on the
teaching performance of your teachers?
1.
2.
3.
U.
5.

Has
Has
Has
Has
Has

made them much
made them more
had no effect
made them less
made them much

more effective
effective
effective
less effective

69. What is the maximum number of student teachers a supervising teacher
should have in one year?
1.
2.
3.
h»

One
Two
Three
Four or more

70. Which of the following do you consider to be the most important contri­
bution of supervising teachers to student teachers?
1.
2.
3.
U.

Providing cognitive information in the psychology and sociology of
teaching and learning.
Sharing the classroom and pupils to provide teaching experiences
for the student teachers.
Providing instruction and experience in lesson planning and methods
of teaching.
Providing a climate for developing a wholesome professional attitude.
Providing informal counseling and advice in one-to-one conference
sessions.

71. How representative of the teachers in your building are those who serve
as supervising teachers?
1.
2.
3.
U>

They
They
They
They

are
are
are
are

among my mostoutstanding teachers.
above average for my staff.
about average.
below average for my staff.

®

M IC H IG A N STATE UN IVERSITY DATA SHEET 210

—

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APPEN D I X

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Prepared By

Cec Reorg*rwat»on Committee
August 1975

BIBLIOGRAPHY

BIBLIOGRAPHY

L.O.

Andrews, " D e f i n i t i o n of Terms",
S e c o n d a r y Student T e a c h ­
ing R e a d i n g s , Scott, F o r e m a n and Company, J une 1970.

E. Brooks Smith.
"Promises and P i t f a l l s in the Tr e n d Toward
C o l l a b o r a t i o n " , P a r t n e r s h i p in Tea c h e r E d u c a t i o n , e d .
by E. B r o o k s Smith, etc. AACTE, 1968.
Donald S. Chase, "How about a Tea c h e r E d u c a t i o n Center?...
Ask the Kids", ERIC, ED. 087 733.
Lawrence

A. Cremin, "The E d u c a t i o n of the E d u c a t i i n g P r ofession,"
19th A n n u a l C h a r l e s W. Hunt Lecture, A m e r i c a n A s s o c i ­
ation of C o l l e g e s for T e a c h e r Education, 1977.

Pauline

H i l l i a r d & C h a r l e s L. Durrance, "Guiding Student T e a c h ­
ing E x p e r i e n c e s " , A s s o c i a t i o n for Student Teachings,
ASG B u lletin, No. 1, 1968.

The

Indiana S t u d e n t T e a c h i n g S t u d y ,
Indiana A s s o c i a t i o n of
Tea c h e r E d u c a t o r s in c o o p e r a t i o n w i t h the Indiana
State D e p a r t m e n t of P u b l i c Instruction, 1975.

W.Henr y Kennedy, " M y t h c o n c e p t i o n s About Student
Teaching",
P r e s e n t e d to the I l l i n o i s A s s o c i a t i o n of T eacher E d u ­
cators, O c t o b e r 17, 1970.
Cliff o r d M. Marcus, " C o n t r i b u t i o n of Student T e a c h i n g P rograms
to M i c h i g a n C o o p e r a t i o n Schools as Perc e i v e d by the
Student Teachers, S u p e r v i s i n g Teach e r s and A d m i n i ­
s t r a t o r s , " U n p u b l i s h e d d o c t o r a l dissertation, M ichigan
State Univer s i t y , 1970.
Charl e s J. Pisoni, "A C o m p a r a t i v e F a ctor A n a lysis of the Impact
of Two S t u d e n t T e a c h i n g P r o g r a m s Upo n the C o o p e r a t i n g
Schools of M i c h i g a n w i t h I m p l i c a t i o n s for E v a l u a t i o n
of T e a c h e r E d u c a t i o n P r o g rams,"
Unpublished doctoral
d i s s e r t a t i o n , M i c h g i a n St a t e University, 1977.
Ramento,

New T h r u s t s in P h i l i p p i n e E d u c a t i o n , Vol. 1 B i e n venido
Manuel, J. Guerrero, S u t a r i a , e d i t o r s . Cur r e n t Digest
Inc., Quiapo, Manila, 1974.

Student T e a c h i n g Programs: Q u e s t i o n s and A n s w e r s , Deans and
D i r e c t o r s of T e a c h e r E d u c a t i o n in M i c higan
19 75.
213

214

Lawr e n c e E. Vanstra, "An I n v e s t i g a t i o n into R e l a t i o n s h i p s
Between Stu d e n t T e a c h i n g and Pupil Motivation, as
P e r c e i v e d by the S u p e r v i s i n g Teachers, Student
Teachers, A d m i n i s t r a t o r s and Pupils, " U n p u b l i s h e d
d o c t o r a l d i s s e r t a t i o n , M i c h i g a n State University,
1972.
Spencer,

H. Wyant, Diane L. Reinhard, R i c h a r d Arends.
Of
P r i n c i p a l s and P r o j e c t s . A s s o c i a t i o n of T e a c h e r
Educators, Reston, Virginia, 1980.