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Job Performance of Women Agriculture Teachers in the Bureau of Secondary Education.
Thesis Abstract:
The study attempted to find out the personal characteristics of women agriculture teachers; to appraise their job performance as perceived by their school administrators, students and by themselves; and to determine the relationship between selected personal and job-related factors and job performance.
The study included 21 agricultural schools in 9 provinces in Northern Luzon. The respondents were 50 women agriculture teachers, 21 school administrators and 105 students. An interview schedule. An interview schedule was used to collect pertinent data. Chi-square test was employed in analyzing relationshi between variables.
Findings revealed the following facts about the women agriculture teachers: average age, 29.75 years; married, 27 and single, 23; BS Ag. Ed. degree holders, 22 and BSA, 8; with Masters units, 20; on provisional status, 34 and permanent, 16; average monthly salary, P397.80.
Thirty-eight percent had not attended any training course. Work load averaged 38.41 units. Thirty respondents would transfer if offered another teaching position with similar compensation, working conditions and opportunities for advancement.
Majority of the administrators, students and the women teachers themselves evaluated the latter as high performers and the general quality of their job performance as "slightly above average."
In the overall evaluation, "punctuality" was rated the strongest and "language skills" the weakest attribute of the teachers. According to adiministrators, the women teachers were weakest in "co-curricular activities," while the students rated them strongest in "supervised farming program."
Teachers with rural background and had advances masteral units tended to do their job more competently. Those who had participated in training programs, had lighter work loads and felt more satisfied wiith their job, tended to be high performance.
To improve the quality of teaching services, the administrators and teachers recommended: (a) using performance as the sole criterion for promotion of teachers; (b) assigning them to teach courses within their major field of study; and (c) discouraging the practice of giving employment preference to male teachers.