Chapter 4

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the major findings of the study are summarized and given conclusions. Recommendations are also made for the possible beneficiaries of the findings.

The primary objective of this study is to describe the teachers’ characteristics and level of activism of the Department of Education teachers and formulate educational policies based on the description.

Specifically this study aims to answer the following questions:

1. What is the level of the Region XI Department of Education teachers’ characteristics in terms of:

    1.1 Sociability
    1.2 Emotional Control
    1.3 Dominance
    1.4 Warmth
    1.5 Empathy
    1.6 Agreeableness

2. What is the level of Region XI Department of Education teachers’ activism in terms of:

    2.1 Activism in Philosophical Issues
    2.2 Activism in Political Issues
    2.3 Activism in Economic Issues
    2.4 Activism in Socio-cultural Issues

3. Is there a significant relationship between the teachers’ characteristics and their level of activism?

4. On the basis of the findings, what policies can be formulated?

The study tested the null hypothesis that there is no significant relationship between the teachers’ characteristics and their level of activism.

Summary of Findings

The study found out that:

1. Department of Education Teachers in Region XI in their teachers’ characteristics are having high level in sociability, warmth, empathy, and agreeableness. They have moderate level in dominance.

2. Department of Education Teachers in Region XI in their level of activism in terms of activism in philosophical issues, activism in political issues, activism in economics issues, and activism in socio-cultural issues are having high level.

3. All the correlation coefficients between each of the teachers’ characteristics and activism are significant at  = 0.05 level of significance. The null hypothesis therefore on the non-significance of the relationship between teachers’ characteristics and level of activism is rejected. There is indeed a significant relationship between teachers’ characteristics and their activism.

Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. The elementary and secondary teachers of the Department of Education in Region XI both have high level of teachers’ characteristics in terms of sociability, emotional control, warmth, empathy, and agreeableness. They have moderate level in dominance.

2. The elementary and secondary school teachers of the Department of Education in Region XI have high level of activism be it in philosophical, political, economic, or socio-cultural in nature of activism.

3. There is a significant relationship between teachers’ characteristics

This means that characteristics of the teachers have something to explain on their level of activism.

From the findings of the study, it can safely said that sociability, emotional control, dominance, warmth, empathy, and agreeableness have some predicting capacities in determining the level of activism in philosophical issues, activism in political issues, activism in economic issues, activism in socio-cultural issues, and the entirety of activism per se. Thus, it can also be safe to say that the higher is the level of the teachers’ sociability, emotional control, dominance, warmth, empathy, and agreeableness, the higher is their level of activism in philosophical issues philosophical issues, activism in political issues, activism in economic issues, activism in socio-cultural issues, and the entirety of activism.

This finding confirms the theoretical foundation of the study that teacher characteristics are determinant to teacher activism.

Recommendations

In the light of the findings of the study, the following are recommended:

1. The seminar-workshop designed in this study be tried out to formulate policies in the Department of Education so that the activism of the teachers will be redirected to something positive and beneficial to the school community.

2. The seminar-workshop designed to formulate policies be implemented so that teacher characteristics be redirected to positive and more useful activities.

3. Full implementation of the Magna Carta Rights for Public School Teachers and Article XI, Section 5 (1 & 5) of the Philippine Constitution and recognition of the public sector union rights,

4. Enhancement of the laws such as Labor Standard Laws, Welfare Legislations, and Labor Relations and formulation of other related laws that would help improve the social and economic status of the teachers.

5. Further study will be conducted to confirm the internal and external validity of the findings of the study.