International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Personal growth and
Professional development
As a whole
Total 26.63 142
Between Groups 0.09 2
Within Groups 20.60 140
Total
20.69 142
Between Groups
Within Groups
Total
0.05
13.65
13.70
2
140
142
0.05
0.15 0.34 0.72
0.03
0.10 0.26 0.77
Not
Significant
Not
Significant
4. No significant relationships were found between the Student-Teachers’ competency on social
regard for learning, learning environment, diversity of learners, curriculum, planning, assessing
and reporting, community linkages and personal growth and professional development and in their
profiles such as age, gender, socio-economic status and aptitude (see Tables 8, 9, 10, 11, 12, 13,
and 14).
Table 8. Significant relationship between competency in terms of social regard for learning and the identified variables in the profile of the
student-teachers
Variables correlated N r p Interpretation
Social regard for learning and gender 127 -0.03 0.77 Not Significant
Social regard for learning and Age 127 -0.09 0.31 Not Significant
Social regard for learning and socio-economic status 127 0.09 0.32 Not significant
Social regard for learning and aptitude 127 -0.07 0.45 Not Significant
Table 9. Significant relationship between competency in terms of learning environment and the identified variables in the profile of the
student-teachers
Variables correlated N r p Interpretation
Learning environment and gender 127 -0.07 0.43 Not Significant
Learning environment and Age 127 -0.13 0.14 Not Significant
Learning environment and socio-economic status 127 0.13 0.15 Not significant
Learning environment and aptitude 127 0.02 0.85 Not Significant
Table 10. Significant relationship between competency in terms of diversity of learning and the identified variables in the profile of the
student-teachers
Variables correlated N r p Interpretation
Diversity of learning and gender 127 -0.01 0.93 Not Significant
Diversity of Learning and Age 127 -0.14 0.12 Not Significant
Diversity of Learning and socio-economic status 127 0.12 0.17 Not significant
Diversity of Learning and aptitude 127 -0.07 0.47 Not Significant
Table 11. Significant relationship between competency in terms of curriculum and the identified variables in the profile of the studentteachers
Variables correlated N r p Interpretation
Curriculum and gender 127 -0.05 0.59 Not Significant
Curriculum and Age 127 -0.07 0.46 Not Significant
Curriculum and socio-economic status 127 0.14 0.11 Not significant
Curriculum and aptitude 127 -0.06 0.48 Not Significant
Table 12. Significant relationship between competency in terms of planning, assessing and reporting and the identified variables in the
profile of the student-teachers
Variables correlated N r p Interpretation
Planning, assessing and reporting and gender 127 -0.12 0.19 Not Significant
Planning, assessing and reporting and Age 127 -0.01 0.92 Not Significant
Planning, assessing and reporting and socio-economic status 127 0.11 0.24 Not significant
Planning, assessing and reporting and aptitude 127 -0.08 0.37 Not Significant
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