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<strong>International</strong> <strong>Teacher</strong> <strong>Education</strong> <strong>Conference</strong> <strong>2014</strong><br />

Collaboration 1.44 2.37 0.93 5.46 0.000 Reject Ho Significant<br />

Activity<br />

Total 1.498 2.152 0.382 4.51 0.000 Reject Ho Significant<br />

4. There is evidence of the presence of intimacy and disengagement cultural dimensions but spirit<br />

dimension is at uncertain level.<br />

5. The ecological structures of the organization support the needs of the basic education teachers.<br />

6. Using in the inter-correlation matrix, SEP negligibly related with background factors; however, it<br />

showed strong positive correlation between formal and informal power; on the other hand, background<br />

factors have negligible relationship with the participation to decision making as well as power factors<br />

with participation to decision making. Lastly, SEP has negligible relationship with PE while SEP and<br />

PE have negligible relationship with the PDM.<br />

Table 3: Inter-Correlation Matrix Among Variables<br />

Age Years Gender Status SEP PE DIS Culture Salary TP WL FP IP<br />

Age 1.00 0.84** 0.006 0.461* 0.160 0.274 0.083 -0.029 0.818** 0.333 -0.360 0.193 0.178<br />

Years 0.84** 1.00 -0.066 0.089 0.122 0.245 -0.023 -0.136 0.836** 0.314 -0.325 0.142 0.146<br />

Gender 0.01 -0.07 1.000 0.189 -0.221 0.017 -0.227 0.192 -0.043 -0.154 -0.110 -0.072 -0.159<br />

Status 0.46* 0.09 0.189 1.000 -0.011 0.102 0.112 0.149 0.316 -0.108 -0.160 0.036 0.091<br />

SEP 0.16 0.12 -0.221 -0.011 1.000 0.074 0.043 0.670** 0.160 0.574** -0.190 0.739** 0.775**<br />

PE 0.27 0.25 0.017 0.102 0.074 1.000 -0.039 -0.183 0.198 0.173 0.087 0.052 0.412*<br />

DIS 0.08 -0.02 -0.227 0.112 0.043 -0.04 1.000 0.012 -0.006 0.113 -0.025 0.088 -0.152<br />

Culture -0.03 -0.14 0.192 0.149 0.67** -0.18 0.012 1.000 -0.054 0.265 0.004 0.401* 0.450*<br />

Salary 0.82** 0.84** -0.043 0.316 0.16 0.198 -0.006 -0.054 1.000 0.262 -0.285 0.053 0.228<br />

TP 0.33 0.31 -0.154 -0.108 0.57** 0.173 0.113 0.265 0.262 1.000 -0.180 0.387* 0.453*<br />

WL -0.36 -0.33 -0.110 -0.160 -0.190 0.087 -0.025 0.004 -0.285 -0.180 1.000 -0.436* -0.162<br />

FP 0.19 0.14 -0.072 0.036 0.74** 0.052 0.088 0.401* 0.053 0.387* -0.436* 1.000 0.548**<br />

IP 0.18 0.15 -0.159 0.091 0.775** 0.41* -0.152 0.450* 0.228 0.453* -0.162 0.548** 1.000<br />

7. The study revealed that 40% of the change of SEP is accounted for the change of PE, PDM and Value<br />

System Factor Scale.<br />

Table 3: Hierarchical Regression Analysis of Regressions of Influence of SEP, PDM and Value System Factor<br />

Change Statistics<br />

Model R R Square Adjusted R Square Std. Error of the Estimate R Square Change F Change Sig. F Change<br />

1 0.074a 0.006 -0.031 0.41119 0.006 0.150 0.702<br />

2 0.087b 0.008 -0.069 0.41857 0.002 0.055 0.816<br />

3 0.701c 0.491 0.430 0.30560 0.484 23.777 0.000<br />

Durbin-Watson<br />

1.801<br />

8. The communication structure is from top to bottom and down to top structure while the administrative<br />

structure is a combination of functional and divisional organizational set up.<br />

9. The empowerment structure consists of adequate levels of milieu, social and cultural dimension and<br />

high levels of ecological component. These four provided the needed structural and power levels,<br />

effective feed-back system to relay information, functional organizational set-up that provided full<br />

understanding of the roles played by each member of the organization and adequate space and enough<br />

technologies that supports effective teaching and learning performance of the basic education teachers.<br />

General Findings. From the preceding specific findings come the general findings. From one setting, the<br />

empowerment concept of the organization is characterized by the interplay of lillieu, ecological, cultural and<br />

social system structures. Generally, these structures have led to the birth of external commitment where internal<br />

commitment has likewise emerged. Although the changes taking place has slowed down as noted in the previous<br />

years, its gradual progressive movement has continuously been observed. The changed program has brought<br />

inner contradictions, which fail to foster the behavior that is meant to inspire, but the steps to surface these<br />

contradictions have correspondingly inhibited the destructive force of unacknowledged and unaddressed<br />

concerns that are expected to sap the organization’s efficiency.<br />

695

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