Authors :
Mary Daphne P. Silvestre
Volume/Issue :
Volume 8 - 2023, Issue 4 - April
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/3IbnRbR
DOI :
https://doi.org/10.5281/zenodo.8280912
Abstract :
This study assessed the multitasking practices
of public secondary school teachers: Basis for an
Intervention Plan Bukidnon National High School,
Division of Malaybalay City during the school year 2013-
2014.The practices were categorized as instructional
expert, classroom manager, coach in co-curricular and
extra-curricular activities, and meeting professional
responsibilities. Descriptive method of research was
employed using a researcher- made questionnaire as the
main data gathering tool. Slovin’s formula was used to
determine the sample of one hundred forty-three
teachers and two hundred ninety-five students as
respondents. Stratified random sampling was used in
identifying the teachers as respondents in the main
school and purposive sampling for the annex schools.
The respondents were chosen objectively because of their
school size. Mean, standard deviation, percentage, were
used to treat the data. Findings revealed that the
multitasking practices of the teachers as instructional
expert, classroom manager, coach in co-curricular and
extra-curricular activities, and meeting professional
responsibilities were done to a great extent.
Keywords :
Multitasking Practices, Instructional Expert, Classroom Manager, Coach In Co-Curricular And ExtraCurricular Activities.
This study assessed the multitasking practices
of public secondary school teachers: Basis for an
Intervention Plan Bukidnon National High School,
Division of Malaybalay City during the school year 2013-
2014.The practices were categorized as instructional
expert, classroom manager, coach in co-curricular and
extra-curricular activities, and meeting professional
responsibilities. Descriptive method of research was
employed using a researcher- made questionnaire as the
main data gathering tool. Slovin’s formula was used to
determine the sample of one hundred forty-three
teachers and two hundred ninety-five students as
respondents. Stratified random sampling was used in
identifying the teachers as respondents in the main
school and purposive sampling for the annex schools.
The respondents were chosen objectively because of their
school size. Mean, standard deviation, percentage, were
used to treat the data. Findings revealed that the
multitasking practices of the teachers as instructional
expert, classroom manager, coach in co-curricular and
extra-curricular activities, and meeting professional
responsibilities were done to a great extent.
Keywords :
Multitasking Practices, Instructional Expert, Classroom Manager, Coach In Co-Curricular And ExtraCurricular Activities.
