Approved Title: EFFECTIVENESS OF INTEGRATED MOTIVATIONAL TEACHING STRATEGIES IN EARTH SCIENCE SUBJECT Name: Ma. Agnes R. Matawaran School: Malolos Marine Fishery School and Laboratory No. 1. Year 2022 2020 should be the latest Author/s Francisco, C.D.C. Title Servant Leadership and Its Influence on Collaborative School Culture Publications International Journal of Advanced Research Volume 1 Issue 2 101-109 http://dx.doi.org/10.21474/IJAR0 1/9875 Journal Name: Volume Number: Issue Number: Pages DOI Findings *you may copy and paste the whole abstract here This study aimed at investigating the effects of school principals’ transformational leadership styles on teachers’ self-efficacy. To achieve this aim, the researcher used a sample of 260 secondary teachers in Plaridel District, SDO-Bulacan during the academic year 2018-2019. The “Multifactor – Leadership Questionnaire (MLQ) Form 5X” by Bass and Avolio and “Teacher’s Self-Efficacy Scale 1 (long form)” by Megan Tschanmen-Moran and Mary Anita Woolfolk Hoy was used to describe the transformational leadership styles of school principals and the level of teachers’ self-efficacy, respectively. The collected data were analyzed and treated statistically through the use of Statistical Packages for Social Sciences (SPSS). Results of the regression analysis indicate that all eleven variables of the transformational leadership styles of school principals affect teachers’ self-efficacy to a different extent as shown by the non-zero coefficients. A closer look at the obtained B coefficients, one could deduce that two variables yielded B coefficients of 0.08 (effectiveness) and 0.06 (contingent reward) with associated probability less than the significance level set at 0.05. This means that effectiveness and contingent reward significantly affect teachers’ self-efficacy that for every unit improvement in effectiveness 1 2020 Avila, E.C. Genio, A.M. G.J Motivation and Learning Strategies of Education Students in Online Learning during Pandemic Psychology and Education Volume Issue 1608- 1614 and contingent reward, teachers’ self-efficacy can be expected to increase by 0.08 and 0.06 respectively. The rest of the variables also affect the teachers’ selfefficacy but not to a significant extent. The study recommended that school principals should continue to nurture their leadership skills rating and further school innovations and transformations were highly recommended. The motivation level to learn of the college students was affected by the sudden implementation of online learning due to the COVID-19 pandemic. All schools are closed for face to face classes to prevent the transmission of the virus. The sample included the total enumeration of 196 education students currently enrolled at Polytechnic University of the Philippines-Ragay, Camarines Sur Branch for the First Semester of the School Year 2020-2021. Data was obtained using the Duncan and Mckeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ) modified into Google Survey Form. Descriptive statistics, One-Way Analysis of Variance, and Pearson’s correlation have been used to interpret results. The findings revealed that the students Agreed that they are motivated to learn during the online classes and Often Utilized the learning strategies to support self-paced learning. Furthermore, there is no difference in the level of motivation among students’ courses, and no correlations exists between the motivation and learning strategies and the characteristics of the respondents except in the Control of Learning 2 2022 Revilla, E.C. Remojo, L.R. De Borja, J.M. Motivational Factors as Predictors of Journal of Progressive Education Teaching Motivation Among Junior High Volume 2 School Teachers in the New Normal Issue 1 http://dx.doi.org/10.23960/jpp.v1 2.i1.202208 3 2020 Arioder, L.J.Q. Arioder, V.Q. Quintana, V.V. Dagamac, N.H. Application of Constructivist Teaching Approach in Introducing New Environmental Concepts to Young Elementary Students in the Philippines: Interdisciplinary Journal of Environmental and Science Education Volume 16 Issue 2 Beliefs and the Year Level of the students. The findings imply that students can be motivated in online learning despite the hindrance through proper support, assistance, and encouragement. Furthermore, similar research can be conducted to compare the motivation and extent of the utilization of the learning strategies among the basic education and higher education students both from the public and private sectors. Objectives: The study determined the relationship of three motivational factors (Health and Safety; Readiness and Preparedness in Distance Learning; and Support and Opportunities) to the teaching motivation in the new normal of junior high school teachers. Methods: Regression analysis was used to measure the significant relationships among the three motivational factors and teaching motivation of 204 (34% male and 66% female) respondents who answered the online survey. Findings: The motivational factors such as health and safety (= 0.258; p = 0.003) and readiness and preparedness in distance learning (= 0.217; p = 0.024) revealed that these are significant predictors of teaching motivation. Conclusion: Even though the three motivational factors have a direct positive relationship to teachers’ level of motivation, it was revealed that the health and safety motivational factors result in the highest need of emphasis to level up a teacher’s motivation to continue teaching. The traditional elementary science education setting in the Philippines mainly focuses on using macroorganisms as a biological model. To introduce the fundamental environmental concepts of microbial predation and other related environmental concepts such A Small Class Sized Experience from Slime Moulds Modeling 4 https://doi.org/10.29333/ijese/781 8 as decomposition, nutrient cycling and species interaction to the young elementary Filipino students, an initial pilot study was conducted in a small class-sized setting of one international school in the Philippines. Our goal was to (i) design an activity-based teaching program utilizing the constructivist 5E (engage, explore, explain, elaborate and evaluate) method using solely slime moulds as an example organism and (ii) obtain the impression of the students regarding the activity-based teaching program. A purposive sampling size with a total of 45 number of students aging from 10-12 years old were divided into control (16) and experimental (29) groups. Likert scale survey was also given to the student experimental group to assess their overall impression about the newly developed teaching program. Significant differences on test scores between the control and experimental group and the high priority mean scores given by the experimental group points out the effective facilitation of the program. Hence, innovations in teaching pedagogies for difficult science concepts such as the development of the Slimy Business teaching program improves not only the learning quality of the young learners but as well as their environmental appreciation. Applying such novel teaching approach in the conservative Philippine elementary schools is recommended.
