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Teachers' Reactions Toward Population Education in Public Secondary Schools
Dissertation Abstract:
The study tried to determine the relationship of some selected communication-related variables which influenced the teachers' reactions toward population education in public secondary schools. It involved 300 teachers from 12 public secondary schools in the province of Nueva Ecija, Philippines.
Data showed that 60.33 percent of the respondents accepted the population education in ppublic secondary schools, and 39.67 percent rejected it.
Statistical analysis using chi-squared (X2) test revealed that the following communication-related variables appeared to have highly significant relationship with the respondents' reactions to the new educational program: 1) sex; 2) civil status; 3) number of brothers/sisters of the unmarried; 4) availability of teaching aids, books, and references; 5) mass media exposure; 6) number if in-service training attended; 7) self-rated teaching ability; 8) self-rated ability to enrich instruction; 9) frequency of communication with the principal about discipline problems, and about problems of teaching the subject; and 10) frequency of being asked for opinions by the principal.
The communication-related variables that had significant relationship with teachers' reaction were age, religion, frequency of contact with personal sources of information, satisfaction with teaching environment, and self-rated ability to teach.
The teacher-acceptors were generally males and married. Those unmarried belonged to big families with at least five brothers/sisters. The teacher-acceptors, who agreed that population education program (PEP) teaching aids, books, and references were available, were older non-Catholics. They had high level of contact with personal sources of information, high media exposure, and high level of PEP in-service training attended. They had outstanding teaching ability and outstanding ability to enrich instruction. They had more frequent talks with the principal about discipline and teaching problems, and the principal usually asked their opinions. They were satisfied with their teaching environment, and self-rated their ability to teach as outstanding. On the other hand, the teacher-rejectors were generally female and single. Those unmarried were the only child in the family and disagreed that PEP books and teaching aids were available. They were younger, Catholic, had low media exposure, low level of PEP in-service, and low level of contact with personal sources of information. They rated their own teaching ability as below average together with their ability to enrich instruction. They talked less frequently with the principal about discipline and teaching problems. The principal did not ask their opinions and they were dissatisfied with thier teaching environment.
