Page 41 - GS_Journal_2015

Urdaneta City University

units 23 or 76.7 percent, have a net home pay that ranges from 14,000 to 19,999, most have
1-5 years of teaching experience that is 22 or 73.3 percent and 2) the level of teaching skills
of ICT teachers along technology operations and concepts, social and ethical, pedagogical and
professional had an overall average weighted mean of 4.07 denoting a descriptive equivalent
rating of “Skilled” 3) there is no significant difference between the level of teaching skills in
ICT of the respondent teachers across profile variables except net home pay and 4) net home
pay of teachers is significantly related in the level of teaching skills of ICT by the respondents
teachers.
From the findings of the study, the following conclusions were drawn: 1) the public
secondary teachers teaching ICT are young and educationally qualified 2) the public secondary
teachers teaching ICT are skillful in using teaching skills in the delivery of instruction in ICT 3)
generally, the profile variables of the respondent teachers are comparable in their level of ICT
teaching skills except net home pay 4) net home pay of the teacher respondents is associated
with their level of ICT teaching skills.
In the light of the findings, the researcher arrived at the following recommendations 1)
since majority of the teachers have just earned their masteral units and only two had a doctoral
degree, ll concerned teachers should be encouraged to enhance their professional growth by
pursuing their graduate studies 2) concerned teachers must upgrade their ICT teaching skills by
attending relevant trainings in the regional, national and international levels to further hone their
knowledge, skills competencies which will improve their craft in teaching ICT 3) ICT teachers
should level up the “Skilled” descriptive equivalent rating in their ICT teaching skills to make
it “Highly Skilled” to further enhance students’ performance 4) the proposed enhancement
program to improve ICT teaching skills of public secondary teachers should be implemented in
the school and 5) other studies should be conducted to look into other aspects of the level of ICT
teaching skills of public secondary teachers.

INTERPERSONAL PRACTICES AMONG TEACHERS
DOLLY M. MERIALES

This study sought to determine the level of interpersonal relationship among teachers
of public elementary school in the District of Asingan, Division of Pangasinan II, SY 2014-2015.
Specifically, Problem No. 1 focused on the profile of the respondents namely: age, sex, civil
status, highest educational attainment, length of service and religious affiliation. Problem No.
2 dealt with the level of interpersonal practices of teachers along: teacher-student, teacher-
school head, teacher-co-teachers, teacher-higher officials, teacher-non-teaching personnel and
teacher-external stakeholders. Problem No. 3 focused on the significant differences in the level
of interpersonal practices among teachers and the profile variables. Problem No. 4 is on the
problems met by the respondents that affect their interpersonal practices namely; personal-
related, family-related, school-related and community-related problems. Problem No. 5 focused
on the interventions program developed to enhance the interpersonal practices among teachers.
The research hypothesis was tested in its null form at .05 level of significance. There is no

29