A Look Into The Sense of Efficacy of Non-IP Elementary Public School Teachers Teaching Mother Tongue Language A Parallel Convergent Approach

Volume 6, Issue 5, May – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
A Look into the Sense of Efficacy of Non-IP

Elementary Public School Teachers Teaching Mother
Tongue Language: A Parallel Convergent Approach
DEVEYVON L. ESPINOSA,
MAEd
KAPALONG COLLEGE OF AGROCULTURE, SCIENCES AND TECHNOLOGY
IJISRT21MAY749 www.ijisrt.com 1467

ISSN No:-2456-2165
Abstract
The study aimed to describe the lived experiences of non-IP elementary public school teachers teaching mother tongue
language in the Municipality of Talaingod. This study employed mixed methods design, a parallel convergent approach.
The statistical tools used in the study were the mean, t-test and ANOVA. The participants of the study were the elementary
teachers teaching mother tongue language in Kinder to Grade 3 level. There were 100 teachers which were randomly
selected for the quantitative and 17 participants for the qualitative: 7 for the in-depth interview and 10 for the focus group
discussion which were purposively selected. The data gathered through an adopted questionnaire and an interview guide.
In quantitative phase, the results revealed that the status of teachers’ sense of efficacy in students’ engagement,
instructional strategies and classroom management was always manifested. Also, there is no significant difference on
teachers’ sense of efficacy when grouped according to their profiles. In qualitative phase, it was gathered from the
interviews that the participants lived experiences were the following: living the passion and fulfillment of responsibility;
instructional competence and maturity; battling difficulties and enriching teaching strategies. Also, based on the results,
the experiences had roles in shaping teachers’ beliefs, attitude, commitment and aspirations: openness to new ideas;
enhancing positivity and hardwork; thriving the passion for teaching; and establishing effective instructional strategies.
The results from quantitative and qualitative converge when they were being corroborated.
Keywords:- Mother Tongue Language, Master of Arts in Education, Sense of Efficacy, Mixed Method, Philippines.

ISSN No:-2456-2165
CHAPTER 1
INTRODUCTION
Background of the Study
The sense of efficacy of the teachers or their beliefs about their abilities to achieve the desired outcomes in the
engagement and learning of students was determined even 30 years ago and this become as one of the characteristics of teachers
which was and is still considered as a big challenge to meet. Since then, the belief and the feeling of teachers as though they can
reach their students and make a meaningful difference in their education certainly an issue teachers need to face because this has
direct impact on the way they teach. With this, it results a call into the researchers’ interest (Bandura, 2005; Slaugenhoup, 2016).
Since the 1970’s, there is an increasing number of US educational researchers which became interested in a powerful
variable in teaching and learning which is the sense of efficacy of the teachers. It was being documented from the different results
of studies that the belief of the teachers about their capabilities in teaching is connected to the characteristics of teachers and the
significant variables such as the achievement and motivation of students thus facing a great problem on how to meet such kind of
relationship due to low level of confidence and motivation resulting to a lack of sense in teaching efficacy (Tschannen-Moran et
al., 1998; Shidler, 2009). Moreover, many researchers in the field of education have recognized that the sense of efficacy of
teachers has strong impacts on the various aspects of teaching and learning. However in the field of teaching language, the review
into the sense of efficacy of teachers is very poor thus given the fact that there is a powerful impact on teaching practices and
student learning, it is perilous to further continue this kind of inquiry into the field of academe.
In many educational environments, most particularly in schools which serve lower socioeconomic communities, the
setting would pose challenges for the sense of efficacy of teachers. These types of teaching environments offer opportunities for
learning how to cope with future challenges (Bandura, 1977; Rubie-Davies et al., 2012; Soupen, 2013). While these experiences
may improve the efficacy of teachers, researches also argue that students’ stressors could completely mediate the relationship
between the efficacy, student engagement and job dissatisfaction thus making their sense of efficacy a continuous issue which
needs to be given an action (Sass, 2011).
In Ghana, members of the academe observed and identified inadequate teacher motivation and lack of teaching and
learning resources as some of the causes of students’ low performance in their subject. Much issue is being stressed into the sense
of efficacy of the educators that it is not being given much attention in trying to resolve the numerous problems threatening the
teaching of students. In their various studies, it was identified that teacher self-efficacy or how affective teachers believe and see
themselves in their role of teaching may be closely related to their attitude towards teaching and which would give big impact
whether students would learn from them. This kind of problem exists due to lack of materials provided as well as the lack of total
motivation of the teachers on the subject being taught (Siaw-Marfo, 2011).
In the Philippines, results of the different studies showed problems encountered by the teachers are linked to their
emotional, educational preparation and performance difficulty which are associated with the sources of efficacy. When a decrease
happened to those barriers in teaching, there would be a subsequent effect in which in this case an increase on the level of
teachers’ belief to themselves or the thing so-called their sense of efficacy (De Guzman, 2009; Dalanon & Matsuka, 2017).
It was on this premise that as a pragmatist researcher, I proposed this study believing that it is necessary for me to have a
better perspective and views on how to look into the experiences of the Non-IP Elementary teachers teaching mother tongue
language and the sense of efficacy while teaching the language through a convergent parallel approach as research method.
Despite the different researches conducted in the field of education which focuses on the teachers, a teacher's sense of efficacy is
another emerging issue which could be considered as an important variable in research on teaching and deserves the attention of
investigators or researchers in this area of inquiry. Hence, this makes my research different from other researchers conducted.
The results of this study would disseminate information to various stakeholders who would serve as the audience.
Specifically, to the Elementary Teachers who are teaching mother tongue language in the Municipality of Talaingod and even in
the nearby municipality which has IP pupils in order to inform them on the result of the study. There would be an in-house
presentation which would be done to present the result of the study as well as school convention of the different schools with the
same situation experienced by the teachers in teaching the mother tongue language in order for them to create possible solutions to
the current situation of the teachers for upbringing the vision, mission and goal of the educational system which is no learner
should be left behind.
Worldview and Theoretical Lens

It is on this context that as a researcher, I put emphasis on the research problem which is the sense of efficacy of teachers
while they are teaching mother-tongue language and for me to have a better and clear understanding on the status of these teachers
having different experiences in teaching the language. The use of mixed method in this research allowed me to have no
boundaries and limitations thus having the freedom in choosing the methods, techniques, and procedures to be used for research
that best meets my purpose and understanding of the identified problem. Furthermore, as a pragmatist I looked into many

ISSN No:-2456-2165
approaches to fulfil my research by doing mixed methodologies and that is combining qualitative and quantitative approaches to
explain the sense of efficacy of teachers in teaching mother tongue language with the years of service and the school location.
In pursuing this research, I adhered to the pragmatism worldview in which as explained by Creswell (2011), this kind of
worldview includes the researcher that was using “what works” to seek answers to the crafted research question.
In addition, the worldview of pragmatism views research problem as being the most important one, valuing both the
subjective and objective in order to reveal the answers (Creswell & Plano Clark, 2011; Andrew & Halcomb, 2006). The pragmatic
paradigm had been seen as instinctive appeal, a consent to study areas of interest, and utilizing methods which will be appropriate
as well as using the findings in a positive manner in harmony with the value system held by the researcher (Teddlie, 1998;
Creswell, 2003; Armitage, 2007).
As such, for a method to be formulated, the formulators must already have these assumptions about the type of world in which the
method would be effective and successful (Bishop, 2007). A worldview, then, is the framework of foundational beliefs, values,
assumptions, and philosophies through which one experiences, interacts with, and makes sense of the world. In this study, the self-
efficacy theory gives a solid foundation for understanding the relationship between teaching-learning processes, such as the sense
of efficacy of the teachers while they are teaching the mother tongue language. Adding on, pondering the theory of self-efficacy
can allow teachers to understand and meet their needs in teaching mother tongue language.
With this, I used the proposition of Woolfolk (1998) and Cantrell (2003). He proposed that an individual, a teacher specifically,
must have a high sense of efficacy in teaching a language even if it is new or not familiar because it does not only affect
expectations of failure or success but also influence motivation and setting goals. Conversely, if individuals have a low sense of
efficacy, they may admit defeat easily when difficulties arise or may avoid the task altogether. Additionally, efficacy expectations
appear in some cases to influence teachers’ feelings and thoughts and their selection of classroom activities.
Moreover, this study was also anchored to the proposition of Tschannen-Moran & Hoy (2001) which stated that the sense of
efficacy of the teachers had a strong and positive link not only to student performance but it is more on teaching language and
how changes should occur to students for them to learn it. To add, Spero (2005) oppose and stated that the efficacy is being
considered as a future-oriented judgment that has something to do with the competence perceptions rather than the actual
performance level of the teachers. With this, it became a consideration in presenting the distinction because people regularly
misjudge or underestimate their actual abilities hence these estimations may have consequences for the courses of action they
choose to pursue and the effort they exert in those pursuits such as the way they would teach lessons such as the language.
Consequently, according to Bandura (1997), self-efficacy theory predicts that teachers with a higher sense of efficacy work harder
with students and persist longer even when students are challenging to teach, when the topic or lesson is new or not familiar partly
because these teachers believe in themselves and in the students with whom they work (Woolfolk, 1998; Swanson, 2010).
The Conceptual Framework of the Study

Presented in Figure one is the framework of the concepts used in this study. The main variable of the study was the sense of
efficacy of teachers which is based on the study of Tschannen-Moran, Woolfolk Hoy & Hoy (1998) it refers to the belief of the
teachers in his or her competence in organizing and executing the desired actions required in order for him or her to successfully
attain a particular teaching task within a specific context and this has the following factors: student engagement or the educational
strategies and teaching techniques used by the teachers in addressing the developmental, intellectual, emotional, behavioral,
physical, and social factors that may develop or weaken the learning of the students; instructional strategies or these are the
practices used by the teachers to help students become more independent and strategic which sooner or later could become the
learning strategies when the

ISSN No:-2456-2165
INPUT OUTPUT
Sense of Efficacy
Student Engagement
Instructional Strategies
Classroom Management
Intervention Scheme
Moderator
Years in Service
School Location
Figure 1. Conceptual Framework of the Study
students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals; and the classroom
management or the skills and techniques that the teachers implement in order for him or her to keep the students organized,
orderly, focused, attentive on task, and be academically productive during the whole duration of the class.
In addition, moderating variables of the study were the following: the years in service or the length of employment which is
measured to determine eligibility, vesting, and benefits levels for employee participants in tax-qualified pension plans; and school
location or this is where the school is situated, the site.
Audience
The findings of the study hopefully provide significant contribution to a diverse audience. As such, it includes the school
administrators, Elementary teachers, technical committees, ethics committee, future researchers and scholars specifically the
journal editors and seminars and conference organizers of the different Elementary schools in the Municipality of Talaingod.
In conducting such study, the generated knowledge and implications about the experiences of the non-IP Elementary
teachers and their sense of efficacy in teaching mother tongue language would help the school administrators in understanding the
different challenges met by the teachers while teaching the mother tongue and may serve as their basis in constructing and
developing plan that can help solving these challenges. Also, the results may serve as reference of the elementary teachers in
improving their sense of efficacy. Furthermore, other sectors that could definitely improve this study and make it effective to the
non-IP elementary teachers teaching mother tongue language facing similar issues are the technical committee, journal editors,
ethics committee and scholars. Also, the seminars and conferences organizers of the different elementary schools might also be
informed and may help in the dissemination of the findings of the study in providing better understanding on the experiences of
the non-IP elementary teachers teaching mother tongue and their sense of efficacy.
Purpose Statement
The main purpose of this mixed method study was to look and describe the situation of the non-IP Elementary teachers whose
instruction focuses on teaching the mother tongue of the indigenous pupils as well as to examine their sense of efficacy while
teaching the language. Thus, the method which is the convergent parallel mixed methods design was used because it is a design
which could help the researcher to gather different but balancing data from the same focus or topic.

ISSN No:-2456-2165
Mixed method is an approach that consists of the analysis of both quantitative and qualitative data in a single study. On
this kind of method, the data being collected were gathered concurrently or sequentially and were given a priority as well as were
treated for the integration at one or more stages in the process of research. Moreover, the mixed method approach is a design
which used mixing of quantitative or qualitative approaches during the data collection phase of a study (Creswell, 2003).
In addition, this mixed method design allows the experiences to be described based from the perspective of the
informants. This study developed and gathered deep information through qualitative and quantitative method such as interviews,
discussions and participants’ observation representing it from the perspective of the research. Thus, the study gave detailed
emphasis on context with data and information about the non-IP Elementary teachers experiences in teaching mother tongue and
their sense off efficacy.
On the other hand, data are also analyzed whether the experiences of these teachers had a connection to their sense of
efficacy or this teaching efficacy corroborates to the real experiences of these non-IP Elementary teachers while teaching mother
tongue language in an indigenous community.
Research Questions
The study explored experiences of non-IP Elementary teachers teaching mother-tongue language in an indigenous
community and their teaching efficacy through a parallel convergent approach. The purpose of this study was to simultaneously
gather data both from quantitative and qualitative phase, merged the data and used the results to understand a research problem.
Through this design, one data collection may supply strengths to offset the weaknesses of the other form, and that a more
understanding and complete research problem results may be gathered from collecting both quantitative and qualitative data.
Specifically, this study sought answers to the following questions:
1. What is the status of the sense of efficacy of non-IP Elementary Public School teachers teaching mother tongue?
2. Is there a significant difference in the sense of efficacy of these teachers when grouped according to:
a. years in service; and
b. school location
3. What are the lived experiences of these teachers as regard to their sense of efficacy in teaching mother tongue
language?
4. How do these differentiated experiences as accordance with years in service and school location shape the beliefs,
attitudes, commitment and aspirations as regards to their sense of efficacy in teaching?
5. To what extent do the quantitative data corroborate with the qualitative data?
6. Based on the results of the study, what intervention scheme can be proposed?
Literature Review
To understand the complexities of what is really the mother tongue teaching and what are the other concepts involve unto
it, related studies from various authors and researchers are presented below. These literatures served as the backbone of the study
as it highlighted the experiences of Non-IP Elementary teachers in teaching mother tongue as well as their sense of efficacy.
Sense of Efficacy
The sense of efficacy of teachers refers to the teacher’s belief in his or her own capability in organizing and executing
courses of action which are required to successfully accomplish a specific teaching task in a particular situation or context.
Moreover, teachers should have more than the concepts and pedagogy knowledge in order to become an effective teacher.
Teachers must also have the needed interest and motivation as well as the sense of efficacy for him or her to apply the knowledge
he/she had in teaching (Tschannen-Moran et al., 1998; Soupen, 2013).
It has been pointed out that if a teacher has less self-effective, he/she has a doubtful view to the performance level of the
students, he/she tends to adopt controlling practices such as punishment, and keep on striving in order to maintain a strong
discipline towards the students. At the opposite, teachers who had the feeling of being confident in their abilities may have the
habit of sustaining the autonomy of their students and could respond quickly to the misbehavior acted by students without the
feeling of being threatened (Woolfolk Hoy & Weinstein, 2006; Berger et al., 2018).
To add, sense of efficacy of teachers is also considered as a type of self-efficacy and a belief-oriented motivation idea
and it is an important variable in the development of teachers. Moreover, teacher sense of efficacy is said to be connected to
teachers’ behavior, effort, goals, aspiration, openness to new ideas, innovation, planning and organization, persistence, resilience,
reluctance to use criticism, enthusiasm, willingness to work with difficult students, and commitment to teaching and their careers
(Ashton & Webb, 1986; Guskey & Passaro, 1994; Knobloch, 2006).
Consequently, literature has been providing strong evidences that the sense of efficacy of teachers is the judgment of his
or her capabilities to bring about desired outcomes towards the engagement and learning of the students even among those
students who may be difficult or unmotivated is related to commitment to teaching, teachers’ persistence in the teaching field, and

ISSN No:-2456-2165
teacher burnout. It was being suggested that efficacious people show more effort and persistence when faced with difficult tasks
(Brouwers & Tomic, 2000; Bandura, 1997; Capa, 2005).
The individual’s belief that he/she is able to perform very well in a particular task given is known as his or her self-
efficacy. Thus, the self-efficacy refers to an individual belief in his/her ability to do things excellently well. Bandura (2001) in his
study emphasized that the self-efficacy of an individual deals with his or her belief in the ability to succeed in specific situations.
It is people’s perception of their ability to plan and take action to reach a particular goal. Congruently, Tschannen-Moran &
Woolfolk-Hoy (2001) referred the self-efficacy of teachers as the judgement on his or her capabilities to bring about the desired
outcomes of the learners engagement and learning even among those students who may be unmotivated and does not want to
engage in learning tasks.
Furthermore, sense of efficacy has something to do with how a teacher feels about his or her ability to do his or her job.
Similarly, teachers’ self-efficacy beliefs refer to the beliefs in their capabilities in performing a specific teaching task at the given
level of quality in a specified situation. It was also observed that teacher self-efficacy is often considered to be an indicator or
predictive index of teaching effectiveness. He further opined that an alternative word for self-efficacy is confidence in one-self. It
is important to mention that a teacher who has the belief or confidence in his ability to teach all students regardless of their race,
age, sex, ethnicity, learning ability, economic, social or family background and being able to achieve the set instructional
objectives, is said to possess a high level of sense of efficacy (Dellinger et al., 2008; Gordon, 2001; Durowoju & Onuka, 2015).
It was being said that teachers with a high sense of self-efficacy are much confident even in the most difficult students
that they can be reached if they put extra effort; while teachers with lower self-efficacy feel a sense of helplessness when dealing
with difficult and unmotivated students (Gibson & Dembo, 1984). In the same disposition, the teachers with higher teaching
efficacy find teaching a meaningful and a rewarding task; they expect students to become successful; they assess themselves when
their students fail; they set goals and establish strategies for them to achieve those goals; they have positive attitudes about
themselves and to their students; they have a feeling of being in control; and they share their goals with their students (Ashton,
1985; Adedoyin, 2010).
A person’s sense of self-efficacy not only affects expectations of failure or success, but also influences motivation and
setting goals. If individuals have a high sense of efficacy in any given area, setting higher goals will be observed, less on the
feeling of being afraid of failure and persevere longer in the face of obstacles. Conversely, if individuals have a low sense of
efficacy, they tend to admit defeat easily when difficulties arise and even may avoid the task altogether. Additionally, efficacy
expectations appear in some cases to influence teachers’ feelings and thoughts and their selection of classroom activities. These
beliefs provide a base of human motivation, well-being, and personal accomplishment; unless people believe that their actions can
produce desired outcomes, they have little incentive to act or persevere when confronted with difficulties (Erdem & Demirel,
2007; Swanson, 2010).
Efficient teacher is described as someone who is going to listen to the needs of his/her students. A teacher who is
efficient in teaching adapts its way of teaching to the different classes and personalities he/she has. Also, an efficient teacher is
flexible in the way he/she teacher due to a fact that a teaching method should not be kept internally, our world and society is
evolving, the way teachers are going to reach students, teach them and discuss with them has to be adapted as well (Misson,
2018).
The self-efficacy of a person such as a teacher denotes an individual’s belief that she or he is capable of producing a
successful outcome on a specific task or responsibility. This represents the cognitive domain of teachers’ motivational
orientations, as the underlying process is cognitive. The kind of efficacy a teacher has can be described as his or her confidence to
effectively organize and perform specific actions related to a particular teaching task. Researches would point out that self-
efficacy of teachers is interrelated with different areas of their professional lives. In particular, three areas are described which are:
(1) the beliefs about the relationship between teachers and students (e.g., teachers’ personal responsibility for students’ learning;
(2) the teachers’ professional practice (e.g., classroom management); and (3) the emotional aspects (e.g., emotional exhaustion or
job satisfaction) (Mahler, Grobschedl & Harms, 2017).
Furthermore, a teacher’s level of confidence about his ability can greatly depend on past experiences or on their current
school culture. A bad classroom experience or negative work environment, for example, can quickly sour a teacher’s confidence.
Conversely, witnessing student growth and working in a collaborative environment can boost a teacher’s belief in their ability and
improve performance. Teacher efficacy is when a teacher believes in their own ability to guide their students to success. For over
thirty years, researchers have searched the link between a teacher’s self-efficacy and the students’ achievement. The results of the
research suggested that teachers with a strong sense of self-efficacy tend to be better planners, more resilient through failure, and
more open-minded and supportive with students (Gunn, 2018).
Self-efficacy, or confidence as it is commonly known, is one of the most enabling psychology models to have been
adopted into positive psychology. It is the optimistic self-belief in our competence or chances of successfully accomplishing a task

ISSN No:-2456-2165
and producing a favourable outcome. Self-efficacy plays a major part in determining our chances for success; in fact some
psychologists rate self-efficacy above talent in the recipe for success. We need to pay special attention to self-efficacy when
setting goals to make sure that our efficacy beliefs are in line with our aims and not working against them (Akhtar, 2008).
The impact of teacher self-efficacy on student achievement can be explained as an expression of confidence that one’s
actions may lead to success and mastery over one-self and have a positive influence on others (Bordelon, Phillips, Parkison,
Thomas & Howell, 2012).
In addition, teachers’ perceptions of efficacy are dependent on the subject or content they are teaching or the students in
specific settings. For example, an efficacious secondary school physics teacher might feel inefficacious teaching an elementary
science class. A confident teacher in a rural middle school might feel anxiety teaching in an urban middle school (Tschannen-
Moran et al., 1998).
Student Engagement. This refers to a student’s willingness, need, desire and compulsion to participate in, and be successful
in, the learning process. This engagement is increasingly seen as an indicator of successful classroom instruction and is
increasingly valued as an outcome of school improvement activities. When the student are engaged, they are being attracted to
their work, persist in despite of the challenges and obstacles, and take visible delight in accomplishing a certain task. Also, student
engagement is used to discuss students’ attitudes towards school (Fletcher, 2005).
In addition, student engagement is the way in which school leaders, educators, and other adults engage students more
fully in the governance and decision-making processes in school and learning opportunities. The engagement is the students’
cognitive investment in, active participation in, and emotional commitment to their learning. To add, the engagement is the
students’ involvement with activities and conditions likely to generate high-quality learning. With this, teachers need to create rich
educational experiences in order to challenge students’ ideas and stretch them to go far on what they can go. To become engaged,
students must feel they are being accepted and being affirmed (Weimer, 2012).
In education, student engagement involves the degree of attention, curiosity, interest, optimism, and passion that the
students show when they are learning or while they are being taught. This would extend the level of motivation students should
have to learn and progress in their education. In general, the concept of student engagement is predicated on the belief that
learning improves when students are inquisitive, interested, or inspired, and that learning tends to suffer when students are bored,
dispassionate, disaffected, or otherwise disengaged. Student engagement is what students want to see and feel in their classrooms
(Briggs, 2015).
Although there is considerable variation in how student engagement is defined and measured, the term is generally used
to describe meaningful student involvement throughout the learning environment and learning process. Student engagement
increasingly viewed as one of the keys to address problems such as low achievement, boredom and alienation, and high dropout
rates. If the students are totally engaged in the classroom, they are more likely to perform well on standardized tests and are less
likely to drop out of school. The conditions that lead to student engagement contribute to a safe, positive, and creative school
climate and culture (Martin & Torres, 2005).
Classroom Management. It refers to the process by which teachers and schools create and maintain appropriate behaviour of
students in classroom settings. The purpose of implementing classroom management strategies is to enhance pro-social behaviour
and increase student academic engagement (Emmer & Sabornie, 2015; Everston & Weinstein, 2006; Kratochwill et al., 2019).
In order to provide students with more opportunities to learn all of the things that a teacher does, classroom management
is being implemented to organize students’ space, time and materials and so for their learning can take place. Students should be
able to carry out their maximum potential and develop appropriate behavior patterns if they are being managed properly inside the
classroom. When the teachers aware that there are unexpected events which might happen inside the classroom, he/she could have
the ability to control student behavior through the use of effective classroom management strategies. Effective classroom
management and positive classroom climate construction are essential goals for all teachers (Nagler et al., 2016).
More recently, it was being found that management issues and problems are a very real part of schools and classrooms
today. Based on the survey conducted by the American Federation of Teachers (AFT) from the 17 percent of the teachers
surveyed, it was being indicated that they had lost four or more hours of teaching per week due to disruptive students and 19
percent are reported to have lost two to three hours. Many educators expressed that they had students in their classes with
discipline problems which means that students are aggressive. This disruptive behavior wastes teaching time, disrupts the learning
of all students and even threatens safety (Wiseman & Hunt, 2008).
Furthermore, when a wide variety of skills and techniques are used by teachers to ensure that their classroom runs
smoothly, without disruptive behaviour from students, a classroom management do exists. So, an effective classroom management
is an absolute must to the teachers because it impacts the ability to be an effective educator and it impacts students’ success as

ISSN No:-2456-2165
learners. If a certain classroom is out of control, it won’t matter how passionate a teacher is about his/her subject or how much
he/she is truly dedicated to children, learning will be negatively impacted (Mulvahill, 2018).
Instructional Strategies. These refer to all approaches that a teacher may take to engage students actively in the learning
process. These strategies drive a teacher's instruction as they work to meet specific learning objectives and ensure that their
students are equipped with the tools they need to be successful. Also, effective instructional strategies meet all learning styles and
the developmental needs of all learners. Teachers must be equipped with well-rounded effective instructional strategies to
maximize their effectiveness and to increase student learning opportunities. Teachers are best served when they utilize a variety of
instructional strategies as opposed to one or two. This would ensure that students would likely be exposed to strategies that align
with their preferred individualized learning style and not be bored during the teaching-learning process (Meador, 2018).
Moreover, instructional strategies are the ways and approaches followed by the teachers for them to achieve the
fundamental aims of instruction. It is stated that instructional strategies inﬂuence learners’ achievement and let teachers diversify
the instructional applications. Hence, the effectiveness of instruction can be achieved mainly by preventing the random or
mysterious occurrence of this process. This means that the instructional process should be structured, applied and evaluated in a
purposeful, planned, and systematic way (Marzano, 2003).
Also, these strategies in instruction include activities that help create the classroom environment for good-quality
learning to occur. These activities should consider instructional goals as well as the content of the curriculum. Instructional
strategies pointing out the components that would inﬂuence target learning and it would determine which instructional activities
would be carried out in the instructional process and which instructional methods and techniques would be utilized during the
process (Baker & Dwyer, 2005).
Consequently, instructional strategies are the set of techniques or methods that a teacher can adopt to meet the various
learning objectives for his/her students. These strategies help the learners to walk on the path of independent learning and
become strategic learners while they are absorbing information regarding the topic. Through these strategies, teachers would be
equipped to make learning fun for students. Also, it helps students to awaken their desire to learn. Instructional strategies focus
on not only the educational content but also on the method and environment of the teaching process (Richa, 2014).
Mother Tongue
The field of Teacher Education was viewed to be an essential component of successful implementation of the mother
tongue language education yet issues and concerns about this are still in progress in providing remedy to all of these. The good
news is there has been progress. A relevant and useful collaboration among all stakeholders’ communities, teacher training
institutions and government agencies would help to develop and maintain teacher training programs that would produce effective
MTB MLE teachers. The teachers in this classroom setting intend to help the students achieve a successful education through the
mastery of their first language. In this case, the teachers must understand and follow two specific pedagogical approaches. The
first one is to begin with what the students already know their own language and the knowledge and skills they have acquired
through living in their own community and use that as the foundation for teaching new content and concepts. The next one is that
teachers would provide assistance to the students in order for them to develop oral, written and higher level thinking skills in the
language they know best and, at the same time, providing also support the students as they progressively learn the official school
language (Malone, 2011).
In MTB MLE programs, the students’ home language is the first language (L1) used in school. Teachers build
communication through the language the students’ know best. Thus, the knowledge and experience that students gain from their
home and community would be brought to school and would serve as their foundation for learning new concepts. The role of
elementary teachers in this situation is very crucial due to the fact that they are helping students in building fluency in
understanding, speaking, reading and writing the L1 and then develop oral and written skills in the official language (the second
school language or L2). If we would compare them to the teachers who are not allowed to use their students’ home language in
school, MTB MLE teachers can incorporate modern learning theories and practices into all class activities. They can assign
students to work in teams to do problem solving activities that use higher thinking skills because the students are using a language
they understand. Teachers are also able to begin effective literacy teaching earlier because the language and content of the reading
and writing activities are familiar to the students (SIL International, 2011).
Moreover, in the Philippines, teachers today are responding positively to the introduction of mother tongue based
learning in the early years of schooling with a wide array of innovative strategies, according to a scoping study conducted by the
Assessment, Curriculum and Technology Research Centre (ACTRC) in the College of Education at the University of the
Philippines, Diliman. The Phase 1 of the research revealed that the rich linguistic heritage of the Philippines has provided teachers
with a wide range of unique challenges. In linguistically diverse areas, where a number of different languages are spoken, the non-
native teachers were observed that on their teaching mother tongue they’ve used translation and code-switching, along with other
strategies, to clarify meaning and deepen students’ understanding. With this, teachers are expected that because they are not

ISSN No:-2456-2165
familiar with the mother tongue of the students, they tend to learn first the heritage of the community and integrate in the class
discussion while learning too the native language of the learners (ACTRC, 2014).
The role of language as a medium of instruction in promoting an effective teaching and learning is an issue that has
occupied many scholars all over the world for many years. This role of language as a medium of instruction has been a concern
mostly in countries where immigrant children are in the minority such as United States and Canada (Krashen, 1981; Deyi et al.,
2007).
As such, in 2009, the Department of Education (DepEd) recognized the benefits of teaching children using their mother
tongue or first language. Local and international research has found that children learn to speak, read, and write more quickly in
their first language, and can pick up a second and third language more easily if taught in their first language. In the same way,
they acquire other academic competencies more quickly, particularly in science and math. Through Department Order 94, DepEd
instituted Mother Tongue-Based Multilingual Education (MTB-MLE), with the following major languages as languages of
instruction in 2012-2013: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug,
Maguindanaoan, Maranao, Chabacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Sinurigaonon. Aside from their mother
tongues or first languages, the children are taught English and Filipino as subjects focusing on oral fluency starting in the first
grade. From the fourth grade onward, Filipino and English are introduced as languages of instruction.
Also, this department has adopted the indigenous people (IP) education curriculum framework that aims to provide
guidance to schools and other education programs as they engage with indigenous communities in contextualizing the new
Kindergarten to Grade 12 (K-to-12) curriculum. From the statement of the DepEd Secretary Luistro (2015), the department values
indigenous languages in the implementation of a Mother Tongue-based Multilingual Education (MTB-MLE) among indigenous
learners in order to regenerate and enrich the community’s Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous
Learning Systems (ILS). The curriculum is designed to enable indigenous learners to be future culture-bearers, capable of
exercising their right to self-determination as they interact with other culture (Manila Bulletin, 2015).
It was being believed by the linguist that when mother tongue language will be used for instruction, it can promote
linguistic skills development that can help and assist a person in acquiring the target language (L2) during its learning process.
When the students have the language skills as well as mastery in their home language, it would develop more if it would be used
in a formal academic contexts such as in learning the lessons at school, in reading a certain text or in writing and this was being
adopted by the elementary teachers even in today’s educational system. The belief was perceived as an effective basis for
educators in taking a step to create effecting teaching-learning process (Heugh, 2006).
Mother tongue instruction in the first years of schooling has been lauded as beneficial in using and understanding the
classroom context. It was being argues that children who begin the journey of their education using their mother tongue as the
language of instruction perform better that those who begin their schooling in another language other than the indigenous one. It
was explained further that academic achievement can be attained when mother tongue is used as a basis for learning additional
languages (Dutcher, 2003).
Consequently, it was believed that the successful use of mother tongue instruction in the classroom depends on the
teachers and the support they receive from other stakeholders within and outside the education system. On this state, teachers
played significant roles in the implementation of both mother tongue instruction policy and other educational reforms at the
classroom level. Also, the use of mother tongue in giving instruction serves as a genuine instrument for teaching and learning in
schools because it develops the cognitive, affective and psychomotorr aspects of learners in class (Chilora & Harris 2001; Ross,
2004; Fafunwa, 1977; Littlewood, 1981; Wright, 1987).
The research of UNESCO Committee in the year 1953 pointed out that mother tongue language is the best medium to be
used in giving instruction to a child because the child can better understand and can express what he wanted to say freely and
without hesitations. Aside from that, mother tongue became the way to attain understanding to the first people whom a person
engaged with like the parents, friends and classmates. Mother tongue is also being said as the tool for a child’s first
comprehension of learning concepts, the perception of his existence and everything around him. The early education in the mother
tongue widens the verbal facility and cognitive realm of the child (Cummins, 2006; Iyamu & Ogiegbaen, 2008).
Moreover, Skutnabb-Kangas (1981) endorses the teaching of mother tongue in the first six years of schooling and further
argues that mother tongue offers learners an opportunity to learn the second language. Funds of knowledge as a concept provide a
genuine way for teachers to discover the richness in learners‟ lives and interests while collaborating with parents in learners‟
learning, thereby reducing the disjuncture between homes and school. A language teacher’s decisions are important because
during teaching, learners bring many experiences, ideas, questions, and knowledge from beyond the classroom; teachers have to
include these experiences in ways that help learners understand, participate, and experience language in meaningful ways. New
knowledge can be acquired through communal sharing of ideas, experiences, and prior knowledge in an environment such as the
language classroom (Barton & Yang, 2000; Oakes, 2000).

ISSN No:-2456-2165
Based form the different researches conducted, the teaching of Mother tongue revealed advantages in teaching such as:
learners were able to express their thoughts and ideas resulting to high participation in class discussions; learners become
independent in their choice of expression, and the use of mother tongue facilitates in explaining the meaning of some English
words (Alberto et. al., 2016).
Speaking against the use of indigenous language in Kenya, for instance, the diversity of these languages makes it very
expensive to provide each child with education in her/his mother tongue. He argues that home language education can cause
disunity in a country which may result in extensive separation of ethnic groups in the education system (Gupta, 1997).
On the other hand, it was being argued that mother tongue instruction perpetuates class distinction as it is only applied
and used by the poorer sectors of the population. Some scholars describe indigenous languages as primitive idioms with limited
communicative value, only to be spoken by illiterate hunters, farmers or cattle rearers and for highly restricted cultural matters
only; African languages are not to be used for any advanced nor written communication pertaining to the political, economic,
cultural, and social matters of our times, in particular not for anything to do with modern technology, science, and political
philosophy (Woolman, 2001; Wolff, 2005).
The disadvantages of teaching mother tongue are all linked to the scarcity of instructional materials which hinder the
enhancement of the reading, listening, speaking and writing skills of the learners, most especially to the situation of the Non-IP
teachers assigned on the areas where it uses the their own language. Added to these is the lack of training to prospective teachers
to teach mother tongue (Alberto et al., 2016).
Indigenous communities face many challenges in education. We live in a world that is increasingly multicultural, and the
traditional understanding of the content of curricula and ways of teaching, even for those states that are organized on the
assumption that they are culturally homogenous, simply does not work anymore. The world is more uncertain than ever before, as
observed both by the World Commission on Culture and Development and the International Commission on Education for the
Twenty-First Century. Hence, indigenous peoples and minorities are largely ignored in most countries in both the design of
curricula and the organization of teaching. In fact, in many countries the basic principles of multilingual and multicultural
education as established by UNESCO have been barely implemented. And lastly, there is always the question of resources. Even
in developed countries, indigenous communities are not able to offer their children adequate education – and especially not an
education that meets the aspirations of the peoples themselves. But indigenous peoples do not come only with problems that need
solving – we come with our own answers and ask your assistance in ensuring these solutions are systematically and fully
implemented. Quality in education is not an absolute and static concept, because education relates to the culture and community it
is supposed to serve (King, 2004; Schielmann, 2000).
Furthermore, they added that the indigenous children have the right to all levels and forms of education of the State. All
indigenous peoples also have this right and the right to establish and control their educational systems and institutions providing
education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. Indigenous children
living outside their communities have the right to be provided access to education in their own culture and language.
It was also being said that the use of indigenous languages in educational programmes is a complex and even contested
issue. In addition to legal questions regarding the status of indigenous languages in relation to official and national languages, it
raises such issues as the role and social meaning of literacy, the use and importance of written language, and the cultural role and
use of language as a medium of communication and transmission of knowledge. It is crucial to consider cultural values and
communities’ priorities and choices as regards the language of instruction and the teaching of literacy in indigenous, official and
national languages. Learning a second language – as well as learning the knowledge contained in that new language – at the same
time as one is learning to read and write places additional demands on a learner. This implies that the use of indigenous languages
as both the medium and the subject of instruction need to be taken into consideration the linguistic situation of the indigenous
community and as well as the learners (King & Schielmann, 2004).
Consequently, researches have proven that a child’s mother tongue played a vital role in his/her holistic development. It
was also being said that children who develop their skills in two or even three languages created a deeper understanding of how to
utilize different languages effectively. In fact, extensive research supports the notion that a child who only knows one language
doesn’t know it well enough. Unlike with those students who have more than one language, flexibility in their thinking is being
possessed as they can process information in different languages and the stronger the children’s mother tongue, the
easier it is for them to learn new languages. Children, who have a solid foundation in their mother tongue, develop better
literacy skills also in other languages that they learn. Moreover , the skills learned in the mother tongue will transfer to the other
languages learned in school, as long as all languages are supported (Cummins, 2001).
Correlation Between Variables
Years in Service
The topic of teacher experience is getting a lot of attention in education debates. In part, this makes sense, since
experience (years of service) does play several important roles in education policy, including teachers’ raises and transfer/layoff

ISSN No:-2456-2165
policies. Usually, experience is discussed in terms of its relationship to performance –whether more experienced teachers produce
larger student test score gains than less experienced teachers. There is a pretty impressive body of research on this and the
findings of which are sometimes used to argue for policy changes that eliminate the role of experience in salary and other
employment policies. Proponents of these changes often argue that experience is only weakly related to performance, and
therefore shouldn’t be used in determining salary and other conditions of work. It is not unusual to hear people say that
experience doesn’t matter at all (Di Carlo, 2010).
Teachers’ sense of efficacy could be affected by years of teaching experience or the years in service. Any teacher who
believes is capable of handling Student Engagement, Efficacy in Instructional Strategies, and Efficacy in Classroom Management
is considered to possess the sense of efficacy. In addition, people's self-efficacy belief is associated with their judgment of what
they can do with their skills rather than possessing the skills (Hoy & Spero, 2005; Moran & Hoy, 2007; Afshara et al., 2014).
Teaching experience is the same with the years in service and it is positively associated with student achievement gains
throughout a teacher’s career. As teachers gain experience, their students are more likely to do better on other measures of success
beyond test scores, such as school attendance. Teachers make greater gains in their effectiveness when they teach in a supportive
and collegial working environment, or accumulate experience in the same grade level, subject, or district. More experienced
teachers confer benefits to their colleagues, their students, and to the school as a whole. Indeed, teachers do continue to improve in
their effectiveness as they gain experience in the teaching profession. Of course, variation in teacher effectiveness exists at every
stage of the teaching career: not every inexperienced teacher is, on average, less effective, and not every experienced teacher is
more effective (Padolsky, 2016).
Furthermore, classroom management is not a gift bestowed upon some teachers and though it is true that some teachers
adapt to classroom management techniques easily. Hence, classroom management is a skill that can be gained through training
and many years of experience in the field. Experienced teachers could identify the establishment of classroom management as one
of the major goals that needs to be accomplished in the first week of the year. Beginning teachers cite classroom management as
one of their most serious challenges. Also, experienced teachers are believed to have combined years of service and a repertoire of
classroom skills and strategies. They typically have the ability to prioritize tasks and to attend selectively to a number of key
classroom matters (Savage & Savage, 2009; Unal & Unal, 2012).
Moreover, teachers do better as they gain experience. Researchers have long documented that teachers improve
dramatically during their first few years on the job. Less clear has been what happens after those early years. In the new research
on middle school teachers in North Carolina, it was find out that math teachers become increasingly effective at raising the test
scores of their students through about 15 years. At that point, they are about twice as effective as novices with two years of
experience. The productivity gains are less dramatic for middle school English teachers, but follow the same trajectory. On
average, even teachers with two decades or more of experience are far more effective than those same teachers were earlier in
their careers (Ladd, 2013).
In regards to the relation between teaching self-efficacy and experience, research showed a positive correlation
indicating that teachers tend to become more confident over their career. It appears that there is a considerable mastery
progression between the first phase in a teaching career (5-10 years of experience) and the last phase (30-39 years of experience).
Moreover, with increasing years of experience, the facets rated as “mastered to a large degree” tend to slip into the category of
“fully mastered.” Such conclusions have been corroborated by other researchers also who found that more experienced teachers
have a greater sense of efficacy for classroom management than the novice teachers and that self-efficacy in classroom
management increased from the onset of the career (though a decline was found after 23 years of experience) (Borko & Putnam,
1996; Calderhead, 1996; Patrick & Pintrich, 2001; Berger et al., 2018).
School Location
School location refers to where the school is situated, that is the site. The school location has variables such as schools in
rural or urban areas, economic status of the neighbourhood, clanism, and schools built near market centers among other variables
that affect the teaching-learning process. The extent to which pupils learning could be enhanced depends on the location of the
school. When a school is built near market center, the noise from the market will distract the learners from concentrating thus
affecting the process of teaching-learning. The urban or rural location of the school has an effect on the teaching-learning process.
Most schools in the urban areas are well staffed as compared to those in rural areas since everyone wants to work in the urban
centers due to the technology which is high in the urban areas as compared to the rural areas. This causes under staffing in the
rural areas thus affecting the teaching-learning process (Ahmen, 2003).
On the other hand, it was being noted that schools located in low economic status communities are often under resourced
and this affects the teaching-learning process. Parents from low economic status are unable to afford resources such as books,
computers or tutors to create this positive literacy environment. To add, when the communities’ economic status is low, they may
not be able to support the school financially. Economic status of the community will make the community have the ability to
support or not support the schools within their communities (Mege, 2014).

ISSN No:-2456-2165
One other factor that could affect teachers’ performances and students’ achievement is the school location. Since self-
efficacy could have effect on both teacher and students’ proficiency, environmental factors such as school locations (rural or
urban) could also have effect or impact on the proficiency academic achievement of students. Schools that have provided
generations of children and young people with knowledge, skills and attitudes need to become autonomous and responsive yet if
the teachers are not totally accept the situation of where the school was being situated then effect towards their teaching will
greatly be observed (Onuka & Emunemu, 2010; Onuka, 2015).
Making a critical analysis of locational factors, it was being surmised that provision of education in rural areas is
normally fraught with the following difficulties and problems; qualified teachers refuse appointment in isolated villages; villagers
refuse to send their children to schools because they are dependent on them for help; parents hesitate to entrust their daughters to
male teachers; some villagers have few children for an ordinary primary school; lack of roads or satisfactory means of
communication makes it difficult to get books and teaching materials to the school which place difficulties in the way of
organizing school transport among others. Researchers observed that teachers do not accept postings to rural areas because their
conditions are not up to the expected standard as their social life in the areas is virtually restricted as a result of inadequate
amenities; facilities are deficient, playground are without equipment, libraries are without books while laboratories are glorified
ones (Hallak, 1977; Yara, 2011).
Issues on Teaching Efficacy Using Mother Tongue

Language proficiency constitutes the foundation of the professional confidence of non-native English teachers (NNES). It
was being identified that language competence has been rated as the most essential characteristic of a good teacher. Based from
the results of various researches, a teacher's confidence in the classroom is undermined by a poor command of the English
language. Poor command of the language can affect the self-esteem and professional status of the teacher and interfere with
simple teaching procedures. Furthermore, it can keep the teacher from fulfilling the pedagogical requirements of a more
communicative approach to language teaching. As shown by research, perceived language proficiency is an important issue for
NNES teachers and has an impact on their professional self-esteem and confidence (Samimy & Brutt-Griffler, 1999;
Ghasemboland, 2013).
Also, teachers with a high sense of efficacy have a strong conviction that they can influence student learning, even the
learning of those students who may be more challenging. These teachers are open to new ideas and are more willing to experiment
with and try new teaching strategies to better meet their students’ needs. In contrast, a great challenge and issues meet by those
teachers with low efficacy wherein they feel that they only have minimal influence on student achievement as well when they will
teach a language which they do not have full knowledge. These teachers give up more easily. This means that if they will be
confronted with difficult situations, they are less resourceful, felt discourage and oftentimes feel that students cannot learn because
of the extenuating circumstances. Overall, efficacious teachers tend to engage in more productive, quality teacher behaviors
(Bandura, 1997; Paneque & Barbetta, 2006).
Teachers’ sense of efficacy has been linked to many positive teacher behaviors and attitudes, as well as student outcomes
and attitudes. In addition, it has been discovered that teacher’s efficacy beliefs become somewhat stable with years of experience,
so researchers have concentrated on the development of teacher’s efficacy in pre-service teachers. Some of the most influential
experiences on the development of teachers’ sense of efficacy are mastery experiences during student teaching. Teacher factor,
particularly their lack of confidence in teaching English, has been pointed out as one of the biggest obstacles for successful
teaching and learning of English (Sabokrouh, 2013).
A mixed methods research synthesis is a systematic review applying the principles of mixed methods research. As discussed by
Creswell and Tashakkori (2007), it implies that the study is not only expected to have two well-developed distinct strands, one
qualitative and one quantitative, each complete with its own questions, data, analysis, and inferences, it must also integrate, link,
or connect these strands in some way.
In this study, the two major approaches of research synthesis had been applied. First, a variety of qualitative synthesis
methods: systematic review and narrative reviews were used to generate new insights and understanding on how the experiences
shape the attitudes, beliefs, and attitude of teachers towards their sense of efficacy in teaching from interrelated qualitative
research findings. Second, several statistical models and techniques were used to know the status of sense of efficacy of the
selected public elementary schools through the lens of teachers and how their sense of efficacy such as with the student
engagement, instructional strategies and classroom management in teaching the mother- tongue language significantly influence
based on their profiles through quantitative research evidence.

ISSN No:-2456-2165
CHAPTER 2
METHODS
This chapter presented a systematic description of how research processes are carried out. This chapter discussed all the
information on the procedures for collecting data. The discussion specifically narrowed to the research design, place of the study,
research corpora, research instrument, data collection, data analysis, sequence, emphasis and mixing procedures, figure of
procedures, methodological issues, trustworthiness of the study, validity issues and ethical considerations.
Research Design
This study employed a mixed methods design. A key aspect of the definition of mixed methods research is the ‘mixing’
of the qualitative and quantitative components within the study. Mixing referred to the process whereby the qualitative and
quantitative elements are interlinked to produce a fuller account of the research problem. This integration can occur at any stage(s)
of the research process, but is vital to the rigor of the mixed methods research (Glogowska, 2011, Zhang and Creswell, 2013 as
cited by Halcomb and Hickman, 2015).
For Bryman (2007), mixed methods research functions not only as a validation approach. A mixed method research is
also used to achieve a holistic perspective that combines the findings of different methods.
Furthermore, writing, “mixed analyses involve the use of at least one qualitative analysis and at least one quantitative
analysis – meaning that both analysis types are needed to conduct a mixed analysis”. Instead of approaching a research question
using the binary lens of quantitative or qualitative research, the mixed methods research approach has the ability to advance the
scholarly conversation by drawing on the strengths of both methodologies (Onwuegbuzie and Combs, 2010).
The selected research design of this study was a convergent parallel mixed method. In this design, both types of data are
collected concurrently and prioritized equally. As to order, survey was collected first then followed by focus group or on-on-one
interview. Then, these two data sets are analyzed separately. After which, the results are merge and the combined results are
interpreted. Additionally, the design is appropriate in the study as it try to look for convergence, divergence, contradictions or
relationships of two sources of data (Creswell and Clark, 2007).
The convergent parallel design (convergent/triangulation design) occurred when the researchers use concurrent timing to
implement the quantitative and qualitative studies during the same phase of the research process. The two methods in this design
have an equal priority so that both play an equally important role in addressing the research problem. This design keeps the studies
independent during the data collection and analysis and then mixes or merges the results during the overall interpretation
(Petrosyan, 2007).
To gain an in-depth understanding of the topic, this study has been carried out using the convergent parallel design,
mixed-method designs. The research process can be symbolized as qualitative and quantitative (QUAL+QUAN; Morse, 1991). A
convergent parallel design entails that the researcher concurrently conducts the quantitative and qualitative elements in the same
phase of the research process, weighs the methods equally, analyzes the two components independently, and interprets the results
together. With the purpose of corroboration and validation, the researcher aims to triangulate the methods by directly comparing
the quantitative statistical results and qualitative findings. In the research process, two datasets have been obtained, analyzed
separately, and compared (Creswell & Pablo-Clark, 2011).
In a convergence parallel design, qualitative data through classroom observation, interview, audio and video recording
and transcription, and quantitative data through a survey questionnaire were collected and analyzed simultaneously. For the
qualitative phase, a discourse and thematic analysis were used in order to analyze the experiences of the Non-IP Elementary
Teachers pertaining to mother tongue language teaching in an indigenous community. For the quantitative data, statistical analysis
was employed to get the results on the profiling, experiences of the Non-IP Elementary Teachers, significant difference in the
status and extent on how quantitative data corroborate qualitative data.
Consequently, this study used a descriptive-comparative research which essentially compares the similarities and the
differences of the results gathered in an attempt to draw a conclusion about it. Also, this study can be used to increase
understanding between cultures and societies and create a foundation for compromise and collaboration. Thus, the study contains
both quantitative and qualitative research methods (Richardson, 2018).
In addition, phenomenological inquiry was utilized in this study to further develop the qualitative frame. This methodology
assisted the discovery and understanding within the rich environment evolving within the experiences of the participants. A
phenomenology focuses on the commonality of a lived experience within a particular group. The fundamental goal of this study is
to arrive at a description of the nature of a particular phenomenon. Typically, interviews are conducted with a group of individuals
who have first-hand knowledge of an event, situation or experience. Other forms of data such as documents and observations may
also be used (Creswell, 2013).

ISSN No:-2456-2165
On the other hand, in qualitative phase of this study, the researcher used the phenomenological approach that reflects
epistemological perspective, believing that validity of truth is multiple and subjective. Focus groups discussion or one-on-one
interview, on the other hand, were qualitative data collection method effective in helping the researchers learn the social norms of
a community and to saturate the data collected from the in-depth interviews and to create themes based on the data collected by
the researcher (Tripoli, 2014).
Presented in Figure 2 is the convergent parallel mixed method design that was used in this study. It showed that quantitative data
were collected and analyzed separately from the qualitative data. However, the reasearcher merged the two databases and
analyzed further how the data converge or diverge.
Place of Study
Showed in Figure 3 is the place of study. This study was conducted in the selected elementary schools within Municipality of
Talaingod in the Province of
QUAL Data and QUAN Data and

Results Results
Interpretation
Transcribed Survey
recordings questionnaire
Interviews
Figure 2. Convergent Parallel Mixed Methods Design
Davao del Norte. This province is situated at the southeastern part of Region XI, bounded by Agusan del Sur on the North,
Bukidnon on the Northeast, Davao City
on the West, Davao Gulf on the South and the Province of Compostela Valley on the East. Also, the province is a first class
province in terms of income classification. It comprises 3 cities (1 first class, 1 third class and 1 fourth class) and 8 municipalities
(4 first class, 2 second class and 2 fourth class).
Consequently, the Municipality of Talaingod is a landlocked municipality in the coastal province of Davao del Norte.
The municipality has a land area of 656.83 square kilometers or 253.60 square miles which constitutes 19.17% of Davao del
Norte's total area. Its population as determined by the 2015 Census was 27,482. This represented 2.70% of the total population of
Davao del Norte province, or 0.56% of the overall population of the Davao Region. Based on these figures, the population density
is computed at 42 inhabitants per square
Figure 3. Map of the Philippines and Davao Region

ISSN No:-2456-2165
kilometer or 108 inhabitants per square mile. It has the native, indigenous, and the best word for it would be from the local dialect
– Lumad. Famous for their Kalibulongan Festival, Lino’ob Food, Liyang-Bagtok and Highland View Park and Landscape,
Talaingod or “Mountain people was created on July 29, 1991 by virtue of RA 7081 which comprises of three barangay or villages,
namely Barangay Dagohoy, Barangay Palma Gil and Barangay Sto. Nino. Some of the tourist spots and destination Talaingod
boasted include the 6,000-hectare virgin forest of the municipality, the 500-ft Mt. Masimalon, the 60-meter Kalapat Falls, the
Nabantalan Cave, the seven-hectare Kilomayon Lake and many more. Rubber, pineapple and abaca, upland rice and corn farming
have their respective identified areas.
Based on the great-circle distance (the shortest distance between two points over the surface of the Earth), the cities
closest to Talaingod are Tagum, Panabo, Samal, Davao City, Valencia, and Malaybalay. The nearest municipalities are Santo
Tomas, Kapalong, San Isidro, Asuncion, Braulio E. Dujali, and New Corella. Its distance from the national capital is
921.38 kilometers (572.52 miles).
Participants
Quantitative Phase
In the quantitative phase, there were 100 key participants teachers from the different elementary schools in the
Municipality of Talaingod who were purposely chosen as the participants of the study. These individuals were non-IP Elementary
Public School teachers teaching mother tongue language either in Kinder, Grade 1, Grade 2 or Grade 3. Moreover, the participants
in the quantitative phase were randomly selected in accordance with the idea of Milroy and Gordon (2003) who stated that during
the selection in the quantitative phase, anyone who is part of the sample frame has the equal chance to be selected. These selected
teachers answered the set of questions which was provided for the sense of efficacy.
Qualitative Phase
In contrast, subject selection in qualitative research was purposeful. In this phase, non-probability sampling specifically
purposive sampling technique was utilized. Participants were selected who can best inform the research questions and enhance
understanding of the phenomenon under study (Kuper, Lingard and Levinson, 2008). The participants on this phase were the 17
elementary teachers: the ten were for the in-depth interview and the remaining seven were for the focus group discussion. All of
them should be a non-IP Elementary teacher handling Kinder, Grade 1, Grade 2 or Grade 3 and he/she is teaching mother tongue
language.
Research Instrument
Quantitative Phase
The researcher utilized an adopted survey questionnaire. Part I of the survey questionnaire gathered the data on the
profile of the participants which includes their gender, grade level taught, years in service and the school location. Part II assessed
the participants in terms of the indicators of teachers’ sense of efficacy which is adopted from Tschannen-Moran, M. & Woolfolk
Hoy, A. (2001) which contained series of questions reflecting the three factors in teachers’ sense of efficacy: student engagement,
instructional strategies and classroom management. The TSES instructs respondents to rate their own efficacy for each of three
areas of teaching (i.e., classroom management, instructional practices, and student engagement). All 12 items were measured
using five-point Likert scale ranging from strongly disagreed (1) to strongly agreed (5).
Range of Means Description Interpretation
4.20 – 5.00 Very high The sense of efficacy is always manifested.

3.40 – 4.19 High The sense of efficacy is oftentimes
manifested.
2.60 – 3.39 Moderate The sense of efficacy is sometimes manifested.
1.80 – 2.59 Low The sense of efficacy is fairly manifested.
1.00 – 1.79 Very Low The sense of efficacy is not manifested.
Qualitative Phase
For the qualitative phase, the tool which was used was a qualitative interview. According to Svenson & Stariin (1996),
this tool aims at discovering a certain phenomenon, characteristics or meanings rather than deciding the frequency of a pre-
existing problem. Moreover, there would be an in-depth or unstructured interview and focus group discussion which would be
utilized in this study with an interview guide in order to make sure that all aspects regarding the research area is covered. The
important aspect that must be honored in this method is the open questioning that allows the respondent to reflect freely and the
researcher to follow the lead through probing. In this phase, there were 5 sub-questions for each research question with a total of
15 questions that the informants answered.

ISSN No:-2456-2165
Data Collection
There were several steps in the data collection process. The following procedures were followed during the conduct of
the study:
Quantitative Phase
In order to facilitate the gathering of the needed data, the researcher first sought the certificate of compliance from the
Research Ethics Committee before she gathered the data using the validated questionnaires. In the quantitative phase, an adopted
questionnaire was used for the sense of efficacy of the teachers. It was administered to a group of non-IP Elementary teachers who
are teaching mother tongue language. In addition, the researcher wrote a letter of request to the school administrators or principals
asking an approval to conduct the study to their respective schools and teachers. The results were tallied, computed and analyzed
to corroborate with the results of the qualitative data. The qualitative and quantitative phases of the study were done
simultaneously.
Qualitative Phase
For the qualitative phase, a one-on-one interview was conducted to the identified participants in order to gather the lived
experiences of these elementary public school teachers with regard to their teaching of mother tongue language. An interview
guide was used both for the in-depth interview and focus group discussion. Hence, to ensure authenticity of selection, the
researcher invited through personal contact the informants and they were informed of the tasks to be and that includes the venue
and the time set for everyone’s convenience (Creswell, 2013).
The focus group discussion dealt on exploring people’s opinions, experiences, concerns and wishes related to the specific
issues given. For Barbour & Kitzinger (1999), the method was based on interaction between the participants and may provide rich
and varied information of the phenomena being studied by a researcher. Selection of 8-10 participants was performed “on
location” as this was found to be the only possible option, given the described situation non-IP public elementary teachers in the
municipality. The discussions varied from one to one and a half hour, it was being audio taped and additional notes were taken.
Thus, discussions were conducted at Pegoks, Maniki, Kapalong, Davo del Norte to provide a conducive place for the informants
and was conducted by the researcher's co-teacher.
Meanwhile, in-depth or one-on-one interviews were also considered to provide the best opportunity to explore teacher’s
perception with regards to the experiences of the elementary teachers teaching mother tongue. This was participated by seven non-
IP elementary teachers which were purposely selected and was conducted by the researcher. The interview for in-depth was tape-
recorded, lasted from 20-30 minutes and was conducted at the school where the teachers were designated.
Also, thorough discussion was done on the ethical considerations to the participants. Interview-notes were cross-
validated using the video-recorded interview. The final transcription was verified by the interviewee to provide accuracy of the
data.
Data Analysis
Quantitative Data Analysis

In the quantitative data analysis, descriptive statistics such as mean was used to examine the average responses of the
participants. Also, the standard deviation was used to determine the variability of responses of the participants on the survey
questionnaire for the sense of efficacy. The data which were being obtained from the survey questionnaire became the subject for
deep analysis. Moreover, Analysis of Variance (ANOVA) was used to determine the significant difference in the sense of efficacy
of the participants when grouped according to their profile. After retrieving the questionnaire, the data were tallied and treated.
Survey data were also analyzed using SPSS for descriptive and inferential statistics. These statistical treatments were used to
determine status of the non-IP Elementary teachers and the significant difference in the status when grouped according to the
profile.
Qualitative Data Analysis

On the other hand, for the qualitative data analysis, the researcher had a coding and thematic analysis. Probing for
patterns and themes that were being generated from the utterances or statements of the participants/informants during the one-on-
one interview was done also. The themes were framed on the purpose of analysing the lived experiences of non-IP Elementary
teachers in teaching mother tongue language.
Sequence, Emphasis and Mixing Procedure

Sequence. The selected research design of the study was a convergent parallel mixed method. The qualitative data were
gathered through audio recording, transcription and interview while the quantitative data were through a survey questionnaire
which were collected and analyzed simultaneously. For the qualitative phase, coding and thematic analyses were used in order to
address the social problems pertaining to the experiences in teaching mother tongue of the non-IP Elementary teachers. On the
other hand, in the quantitative data, statistical analysis was employed to get the results on the profiling status of teachers as well as

ISSN No:-2456-2165
the indicators of the teaching efficacy. Then, the researcher examined how the qualitative data corroborate with the quantitative
data to come up with a better understanding.
Emphasis. In this study, emphasis was given on the results of both qualitative and quantitative phases. The framework
which was the parallel convergent design shows two (2) phases with the data collection and analysis from the qualitative and
quantitative phases which were done simultaneously. As for the interpretation, the initial qualitative results were corroborated to
the quantitative phase results.
Mixing Procedure. In the study, the first linking of data happened at the design-level with the use of a convergent
parallel design where the results from the qualitative and quantitative phases was brought up together. Hence, in order to fully
address the research questions, interpretation-level integration occurred, connecting the qualitative data with the quantitative data.
The connected data were being interpreted within the scope of the study’s purpose: to look into and describe the
experiences of non-IP Elementary teachers teaching mother tongue language in an indigenous community.
Figure of Procedures
Figure 4 indicated the systematic procedure of the study. It demonstrated the use of convergent parallel mixed method
approach in specific where the qualitative data and quantitative data were corroborated to obtain a clear understanding on the
experiences of non-IP Elementary teachers teaching mother tongue language and their sense of efficacy. The quantitative phase
and qualitative phase were conducted simultaneously.
In the quantitative phase, adopted and validated questionnaire was administered to the survey participants who were
selected through a random purposive sampling. The consolidated answers gave a numeric data about the problem. In the
qualitative phase, to further analyze the phenomenon under study, data were collected through an in-depth interview and focus
group discussion one-on-one interview. The guided interview questions to be used were made and submitted to the experts for its
validation. After the validation, an approved interview questions were used to extract data from the participants/informants who
were selected through random sampling technique. The process produced transcribed recording and interview notes.
To analyze the quantitative data, appropriate statistical tools-frequency, percentage, weighted mean and ANOVA were
utilized. After these treatments, the data presented a descriptive and inferential interpretation of the questions presented. To
analyze the qualitative data, coding and thematic analysis were used. After analysis, coded texts and salient themes were achieved.
Results from both phases were compared and synthesized. Then, data were summarized and the extent of corroboration
between the qualitative and
Figure 4. Flow of Procedures

ISSN No:-2456-2165
quantitative results was discussed leading to the interpretation of phenomenon under study.
Methodological Issues
This study employed the convergent parallel mixed-method design. The convergent parallel design
(convergent/triangulation design) occurred when the researchers use concurrent timing to implement the quantitative and
qualitative studies during the same phase of the research process. The two methods in this design had an equal priority so that both
play an equally important role in addressing the research problem. This design keeps the studies independent during the data
collection and analysis and then mixes or merges the results during the overall interpretation (Petrosyan, 2007).
Design. The research design which was used is the design of Creswell & Pablo-Clark (2011) which is the convergent
parallel design. This entailed that the researcher concurrently conducted the quantitative and qualitative elements in the same
phase of the research process, weighed the methods equally, analyzed the two components independently, and interpreted the
results together. With the purpose of corroboration and validation, the researcher aimed to triangulate the methods by directly
comparing the quantitative statistical results and qualitative findings. In the research process, two data sets had been obtained,
analyzed separately, and compared.
Time. The research data were collected as much as possible at 8oclock in the morning until lunch time to ensure the
availability of the participants as well as because this time was said that the minds are still fresh both for the quantitative and
qualitative gathering of data. The adopted questionnaire and prepared interview guide were given to the randomly selected
participants from the different public elementary schools within the Municipality of Talaingod.
Resources and Technology. The researcher did not have software to analyze the data as easy as possible. To address this
concern, the researcher hired an accredited statistician and data analyst in the University.
Participants Selection. As a researcher found difficulty in merging the two data types with different samples and different sample
size. Moreover, there were situations in which quantitative and qualitative results contradicted each other because the selected
participants in the qualitative phase may not represent the characteristics of the general population.
Trustworthiness of the Study

In conducting this mixed method research, the researcher put into account the responses of the informants. Also, a big
consideration was given to all the details of the data. There was checking and rechecking of all the transcriptions and the
importance of the data that were related to each other on their themes. Aside from this, check and recheck was done too with the
result of the quantitative survey. To establish trustworthiness in the study, Creswell and Miller (2000) suggested the choice of
legitimacy of the procedures. The discussions about trustworthiness were governed by the research lens and its paradigm
assumptions that can help the procedures in the study; the plausibility was determined by the response of the informants.
Credibility. To address credibility, the researcher used two techniques. First, she presented the credibility of the experiences as
intent of truthfully illustrating and knowing the facts which were phenomenon in which the participants were included. Second, in
designing the research procedure, there was a conduct focus group discussion which extracted ideas on the language teachers
teaching other subjects. The researcher intentionally created layers of data from each participant. According to Lincoln and Guba
(1985), this technique provided a richer and credible data. Hence, credibility is an evaluation of whether or not the research
findings represent a “credible” conceptual interpretation of the data drawn from the participants’ original data.
Transferability. In order to address transferability in this study, the researcher included the information on the data analysis of
documents used to give answer to the research question in order to gain access to the possible inquiry and it was presented in the
Appendix. With this, it gave other researchers the facility to transfer the conclusions or recommendations as bases for further
study. According to Lincoln and Guba (1985), transferability is the degree to which the findings of this inquiry can apply or
transfer beyond the bounds of the project.
Dependability is important to trustworthiness because it establishes the research study’s findings as consistent and repeatable.
The best way to establish dependability is to have an outside researcher conduct an inquiry audit on the research study. This
technique is also called an external audit. An inquiry audit involves having a researcher outside of the data collection and data
analysis. Also, it examined the processes of data collection, data analysis, and the results of the research study. This was done to
confirm the accuracy of the findings and to ensure the findings are supported by the data collected. All interpretations and
conclusions were examined to determine whether they are supported by the data itself. Inquiry audits are beneficial because it
allows an outside researcher to examine, explore, and challenge how data analysis and interpretation occurred (Shenton, 2004).
Confirmability is a measure of how well the inquiry’s findings are supported by the data collected according to Lincoln and Guba
(1985). To address the issues of dependability and conformability in this study, the researcher based on an audit trail of the
participants responses wherein their identity was treated with confidentially. After the audio tape was transcribed, the texts were
given back to the respondents for authentication and were asked to sign a verification form. In the study, conformability was done
by the researcher through transcribing, member checking and triangulation. All participants were asked to review the interview
transcripts and add anything that might have been left out. The information was shared with the participants in a talking circle to

ISSN No:-2456-2165
ensure that interpretation of the data. Talking circle is a method of discussion that can be comforting to research. Moreover,
proper analysis and interpretation of quantitative data was done for more valid a reliable result.
Use of reflective commentary description of backgrounds, qualifications and orientations of the researchers led to valued research.
A group of experts checked the data collected and interpretations or theories were formed. Thick description of phenomenon
under scrutiny of previous research was employed to frame findings. In this manner, this would increase the trustworthiness,
credibility, transferability, dependability and conformability of the study.
Validity of Instruments
The validity issues of the methods and design used was consulted to the panel of experts. The conduct of concurrent parallel
mixed method design was consulted to an expert in the field. Also, the survey questionnaires and guide questions were checked
and validated by the experts. The sampling technique used in choosing the participants of the study, both for the interview and
survey, was based from the suggestions of the expert panels.
For the quantitative data, especially on the statistical aspect, this was referred to an expert’s statistician. On the other hand, for the
qualitative data, a furnished copy of transcriptions was provided to the concerned participants for the assurance that nothing was
changed in the transcription. And so, to achieve validity of this study, all suggestions from the experts were considered with the
approval of the adviser.
Ethical Considerations
Research ethics deal mainly with the interaction between researchers and people they study (Mack, Woodsong,
MacQueen & Namey, 2005). This implied that the conduct research on people, the well-being of research participants must be the
ultimate priority. The study followed the elements of ethics which wass clearly stated in the National Ethical Guidelines for
Health and Health-Related Research 2017. It considered the following: social value; informed consent; vulnerability of research
participants; risks, benefits and safety; privacy and confidentiality of information; justice; transparency; qualifications of the
researcher; adequacy of facilities; and community involvement. As to these things, the Research Ethics Committee had checked
the manuscript of the researcher before the conduct of the study to the participants.
Social Value. This study aimed to address the social problems pertaining to the teaching of mother tongue language of
the non-IP Elementary teachers. With this study, it hopefully addressed the challenges met by the non-IP Elementary teachers
especially while they are teaching a mother tongue which is not their native language. This also served as basis for the Department
of Education for future assistance to be given to the teachers and an advantage to the students for they were the one to receive
clear and comprehendible instruction given by their teachers.
Also, in order to get the full participation of the selected teachers, the main purpose of the study as well as the procedure
in data collection was explained to them. Hence, the results of the study were shown to them and disseminated to other possible
audiences who could benefit from the study. More importantly, the researcher adhered to social value in research by being
truthfully committed to the rigor of convergent parallel mixed method design as utilized in the study.
Informed Consent. This was to let all participants become aware on the purpose and objectives of the research study
that they are going to involve. Written consent was provided to them for the researcher to get an approval. An informed consent
form was secured because this served as the participants’ guide throughout the study. After signing the informed consent form, the
researcher started the conduct of interview as well as the survey. Furthermore, the participants were informed on the results and
findings of the study.
Vulnerability of the Research Participants. The vulnerability of the participants was taken into consideration in this
study. The interview as well as the conduct of survey questionnaire was done during the participants’ convenient time. Also, in the
study, the participants were less vulnerable as they are professional teachers and of capable in making decisions if they want to be
part of the study.
The Risks, Benefits and Safety. Risks were minimized in such a way that comfortable room away from falling objects
was used as an administering room of the interview as well as on the survey questionnaire. The results in both quantitative and
qualitative data were advantageous for the teachers and learners because this served as the eye-opener for the concerned
department on what are the experiences and challenges met by the two parties especially the teachers in the teaching mother
tongue of the indigenous people. As a whole, this study aimed to provide deeper understanding on the experiences of the non-IP
Elementary teachers.
Privacy and Confidentiality of Information. Participants in this study were not forced to disclose information out of
his willingness. In answering to the survey questionnaire, writing their names may or may not appear in the survey form and that
all the answers were kept confidential by the researcher. Although the answers of the participants were tape recorded, both in the
in-depth interview and focus group discussion, their responses remained anonymous, were treated with confidentiality and no
names were mentioned in the report. This meant that individual names were replaced with codes or pseudonyms to ensure the

ISSN No:-2456-2165
anonymity of the participants. All the copies of the data in the quantitative and qualitative phase (with codes only) were stored and
protected. So as the researcher, it was the greatest obligation to secure the gathered data and make sure that it would solely be
used for the purpose stated in this study. All these were done to avoid violating the anonymity and policy stipulated in the Data
Privacy Act of 2012.
Justice. In the conduct of this study, the participants did not spend any amount during the interview. Sensible tokens
were given to them by the researcher as a sign of recognition to their efforts on the study. I, as the researcher, am hoping that
through this study, they would be set into whatever negative experiences they had and maintain a good name into what positive
contributions they could offer in this study. As to the information which were given by them, I assured that only the utterances of
the participants that are related to the objectives of the study would be included. As such, it would be transcribed properly and
correctly.
Transparency. This study adhered to the principles of transparency by fully informing the participants that the research
focused solely to the experiences of the teachers in teaching mother tongue. Thus, the researcher did not have any connection to
the identified participants due to the fact that they came from public elementary schools while the researcher is from higher
educational institution. Further, the interview notes and transcribed documents were presented to the participants for their
confirmation and approval. The results also were shared to them by the researcher.
Qualifications of the Researcher. The researcher was credible to undertake a study on the experiences of non-IP
Elementary teachers teaching mother tongue language as she is a Master of Arts in Education-English candidate. Bilingualism and
language teaching was one of her major subjects. Thus, the interpretation of the statistical data was credible as the researcher had
undergone Statistics subject. The choice of municipality as well as the elementary schools where the teachers are teaching was
justified as the researcher is currently leaving on the nearby municipality.
Adequacy of Facilities. Adequacy of facilities was addressed as the research just utilized those resources which were
already available such as the papers for the questionnaires and an audio or video recorder which was the primary facility used for
data gathering in this study. Further, the source of funds was personal expenses of the researcher yet minimal expenses in
conducting the survey and interview was expected due to the fact that the schools where the participants work were just 30-40
minutes ride from the municipality where the researcher is residing. Thus, after gathering the needed data, the data processing was
consulted to the UIC-RPIC and REC for the correct analysis and interpretation. These things were done to avoid any delay on the
conduct of the study and to come up for an immediate result.
Community Involvement. There is a community of non-IP Elementary teachers who attended the Public Forum where
the study should initially be presented. These teachers had come across the idea and experienced teaching mother tongue language
of indigenous people. Also, the beneficiaries of this study were part of the community where the study was conducted.

ISSN No:-2456-2165
CHAPTER 3
RESULTS
This chapter presents the results of data in both quantitative and qualitative phase. The first phase deals with the
quantitative part in which it displays the status of teachers’ sense of efficacy and its variables which significantly predict the sense
of efficacy. The second phase deals with the qualitative part in which it was being presented thru a matrix form. The matrix shows
the responses of the participants on their lived experiences regarding the teaching of mother tongue language. Also, the matrix
contains the issues probed, core ideas, codes or categories, essential themes and the supporting theoretical perspectives. Further,
another matrix shows the data integration of the salient quantitative and qualitative findings.
Status of Teachers' Sense of Efficacy

Shown in Table 1 the status of the non-IP elementary public school teachers’ sense of efficacy in the Municipality of
Talaingod. It obtained an overall mean score of 4.55 with a description of Very High. This means that the teachers manifested
always their sense of efficacy. Its overall standard deviation 0.36 discloses that there is close responses exhibited by the teachers
in regards to their sense of efficacy.
The variable of the study which is the sense of efficacy of teachers which has three indicators namely: students’
engagement, instructional strategies and classroom management. Among the three indicators, the classroom management gained
the highest category mean of 4.60 with a description of Very
Table 1
Status of Teachers’ Sense of Efficacy
Descriptive
Students Engagement
Mean SD Equivalent
1. Motivating students with low interest in their school work. 4.59 0.67 Very High
2. Helping students to value learning. 4.70 0.50 Very High
3. Calming a student who is disruptive or noisy. 4.52 0.59 Very High
4. Assisting families in helping their children to do well. 4.30 0.64 Very High
Category Mean 4.53 0.42 Very High
Instructional Strategies
1. Crafting good questions for the students. 4.43 0.70 Very High
2. Using a variety of assessment strategies 4.62 0.56 Very High
3. Providing an alternative explanation or example when students 4.60 0.57 Very High
are confused about the topic.
4. Implementing alternative strategies in the classroom. 4.48 0.73 Very High
Classroom Management
1. Controlling disruptive behaviour during the class. 4.57 0.61 Very High
2. Getting students to believe that they can do well in school work. 4.74 0.50 Very High
3. Using various strategies for the students to follow classroom rules 4.51 0.59 Very High
4. Establishing a classroom management system with each group of 4.57 0.57 Very High
students
Overall Mean 4.55 0.36 Very High

ISSN No:-2456-2165
High. This implies that the sense of efficacy of teachers is always manifested. On contrary, the indicator with the lowest category
mean is gained by the remaining two indicators which both have the category mean of 4.53 with a description of Very High which
implies that the teachers’ level of sense of efficacy is always manifested.
Presented in Table 1 are the items of the indicator which is the students Engagement. As it reflects, the highest mean of
4.70 with a standard deviation of 0.50 is gained on the item 2, helping students to value learning, described as Very High which
means that the teachers’ sense of efficacy in terms of this area is always manifested. On the other hand, the lowest mean of 4.30
with a standard deviation of 0.64 and as described as Very High is gained on the item 4, assisting families in helping their
children to do well in school. This implies that the sense of efficacy of teachers in terms of this area is always manifested.
The items of the indicator instructional strategies are also presented. As displayed on the table, the highest mean of 4.62
with a standard deviation of 0.56 is gained on the item 2, using variety of assessment strategies, described as Very High. This
implies that the sense of efficacy of teachers in terms of their use of variety of assessment strategies is always been manifested.
On contrary, the lowest mean of 4.43 with a standard deviation of 0.70 is gained on the item 1, crafting good questions for the
students and with a descriptive equivalent of Very High. This simply means that the sense of efficacy of teachers in terms on this
item is always manifested.
Next are the items of the indicator Classroom Management. Based on the table, the highest mean of 4.74 with a standard
deviation of 0.50 is gained on the item 2, getting students to believe that they can do well in school work, described as Very High
implied that the item 2 is always been manifested by the teachers while the lowest mean of 4.51 with a standard deviation of 0.59
and described as Very High is gained on the item 3, using various strategies for the students to follow classroom rules. The item 3
with a Very High descriptive equivalent implies that it is being manifested by the teachers always.
Significant Difference on the Status of Sense

of Efficacy when Grouped According to
Years in Service and School Location
Reflected in Table 2 is the significant difference on the status of sense of efficacy among non-IP Public School
Elementary Teachers teaching mother tongue language when grouped according to years in service and school location. The T-test
and ANOVA were used in determining the answer to this question.
The results show that the years in service has a P-value of 0.167 which is greater than 0.05 and a t-value of -1.39. This
simply means that there is no significant difference on the level of sense of efficacy of the teachers when grouped according to
years in service.
Moreover, the school location has a P-value of 0.208 which is greater than the 0.05 and a F-value of 1.60. The result
implied that there is no significant difference on the level of sense of efficacy of the teachers when grouped according to school
location.
Table 2
Significant Difference on the Status of Sense of Efficacy in Terms of Years in Service and School Location
Variables Group N Mean SD t-Value/ P-Value

F-Value
Years in Service Beginner (1-2 years) 41 4.50 0.39

-1.39 0.167 NS
Experienced (3 years & above) 59 4.59 0.34
School Location Near to the Town 28 4.66 0.38
1.60 0.208 NS
Far from the Town 34 4.51 0.39
Too far from the Town 38 4.52 0.32
The Lived Experiences of non-IP Public

School Elementary Teachers in Teaching
Mother Tongue Language

ISSN No:-2456-2165
There are seven essential themes which are created based from the in-depth interviews and focus group discussion of the
participants on the third research question. Before the presentation of the results from the interviews and discussions, profiles of
the participants for the qualitative data collection are presented in Table 3.1. The table presents the participants’ profiles for the
qualitative phase are selected purposively following the inclusion criteria: he or she must be an elementary teacher in public
schools within the Municipality of Talaingod and teaching mother tongue language either in Kinder, Grade 1, 2 or 3. Based on the
table, the profiles are divided into participants’ sex, years in service and school location.
Table 3.1
Profiles of the Participants
Participant Sex Years in Service School Location

FGD-01 Female 2 years 7 km
FGD-03 Female 1 year 7 km
FGD-08 Male 2 years 6 km
FGD-09 Female 1 year 6 km
FGD-10 Male 1 year 7 km
IDI-01 Female 3 years 30 km
IDI-03 Female 1 year 15 km
IDI-04 Female 1 year 12 km
Further, Table 3.2 deals on the lived experiences of the non-IP public school elementary teachers throughout the
endeavour in teaching mother tongue language. The essential themes which emerged from the transcriptions of the participants’
responses for the research question number four are consisted of overarching themes which are summarized in the said table.
Living the Passion and Fulfilment of Responsibility. In the context of mother tongue language teaching, one of the experiences
experienced by the teachers is the continuous living in the passion of teaching as well as their fulfilment into
Table 3.2
The Lived Experiences of non-IP Public School Elementary Teachers in Teaching Mother Tongue Language
ISSUES PROBED CORE IDEAS CODE ESSENTIAL THEORETICAL

THEMES SUPPORT
 Learning the students Appreciation to the Living the Passion Teacher Passion and
mother tongue language Learners' and Fulfilment of Education Distance
 Understanding Uniqueness Responsibility Theory
deeply the students
culture
 Learning to
appreciate students
culture
Most rewarding  Improvement in Fulfilling one’s
experiences students' ways of responsibility
expressing themselves
 Students' learning
how to read
 Learning of the
students
 Asking assistance Classroom Instructional Theory of Social
from other students Management Competence and Maturity
 Seeking for effective Strategies Maturity
strategies to catch

ISSN No:-2456-2165
students attention
 Shouting for the
students to hear
 Using activities to
sustain students focus
 Become eager to let Empathy, Patience
Experiences in the students learn. and Dedication
managing students  Keep calm and call
disruptive behaviours the attention of the
misbehaving student
 Feeling sad because
of the behaviour
 Losing hope on how
to manage behaviours
 Having hard times in
managing behaviours
 Feeling of difficulty
yet with enjoyment
 Struggles with
H Battling Difficulties Sense of Efficacy
aving a language barrier Unfamiliar Theory
 Language M
aterials not in students
language
 H
aving limited
knowledge to the
terminologies to be
used
 D
ifferences with the
pronunciation
Difficulties Bumped  N
Into ew terminologies
encountered
 Problems in
S
carcity of proper Instructional
materials Materials
 L
ack of instructional
materials to be used
 M
aterials are not aligned
with the students
language and culture
 Making connectionsC Enriching Teaching Multiple Intelligence
alling assistance from Strategies Theory
other students for
translation
 A
sking assistance from
other teachers
Solutions for  H
instructional issues ome Visitation
 Use of Variety of
U
sing pictures and videos Classroom
 Activities U
sed of differentiated
activities to cater
multiple intelligences

ISSN No:-2456-2165
 T
eacher-made teaching
materials
 Embodying the
D
oing additional research essence of research
 F
ollow the curriculum
and conduct research
 M
ake use of internet
connection for
clarifications
 C
onduct researches in the
town
their responsibility to the students. It was being mentioned by the participants that their passion had a connection in the fulfilment
of their responsibility.
Appreciation to the Learners’ Uniqueness. This is the first code on the first probed issue. Teachers express common
responses on what is the most rewarding experiences they had in teaching the mother tongue language. Most of them stated that it
is more on deep understanding and appreciation to the students’ culture and learning their language itself.
Participant 1, when asked about her rewarding experiences in teaching mother tongue language said:
Learning. Maka-learn ka sa ilahang language ug maka-learn pud sila sa imuha maam. Feeling nako kay nabuhat nako
ang tama nga buhaton sa isa ka maestra. (IDI-01)
Learning. You will learn from their language and they also learn from you maam. I feel that I did the right thing as a
teacher. (IDI-01)
When asked the same question, Participant 4 expressed that:

Rewarding? Kanang daghag ka ug learning about the mother tongue especially sa Ata-Manobo, sa culture nila ug sa
ilahang language mismo. (IDI-04)
Rewarding? You have many learning about the mother tongue especially the Ata-Manobo, their culture and their language itself.
(IDI-04)
Fulfilling One’s Responsibility. This is the second code of the first probed issue. Interview informants and FGD
participants imparted that they have a rewarding experience when they felt that they’ve performed their roles and responsibility as
teachers. They believed that improvements and changes towards students’ ways in learning made them fulfilled their profession.
As Participant 7 shared her experiences, she cited that:
Kanang makabasa na sila maam. Kana rewarding na sa akong part. Ang ilahang learning ug kung makabalo ka nga
naka-learn imuhang students nindot kaayo sa paminaw. So, mao napud to siya ang pinaka-rewarding part sa teacher. (IDI-07)
If they can read. That is rewarding in my part. Their learning and if you will know that your students learned it is very nice to the
feeling. (IDI-07)
Same feedback is given by FGD Participant 1 when she stated that:

Kung naa kay gusto nga ipasabot sa ilaha dali ra sila makasabot kay naggamit man ka sa mother tongue nila. Naa silay
matun-an… nga makasabot ang bata. (FGD-01)
If you have something that you need them to understand they could immediately comprehend it because you are using
their mother tongue. (FGD-01)
Instructional Competence and Maturity. Considering into account the responses gathered in the in-depth interviews and focus
group discussions, mother tongue language teachers exhibited various perceptions with regards to the experiences on how to
manage students’ disruptive behaviours inside the classroom while conducting classes. Upon analyzing the data, it was being
obtained that the informants and participants have considered different approaches, particularly the use of classroom management
strategies and having an empathy, patience and dedication. Several participants showed similarities of responses in regards to this.

ISSN No:-2456-2165
Classroom Management Strategies. This is the first code of the second probed issue. Collectively, they considered these
strategies in order to have a control if there is a misbehaviour performed by the students. According to one of the participants, the
asking of assistance from other students, using different activities which could catch the attention of the students and even
shouting helped in managing those disruptive behaviors.
As stressed by FGD Participant 4 that:

Lisud kay dili dayon sila magpatuo sa imuha maong mangayo na lang ka ug tabang sa laing estudyante unsaon sa ilaha
ang pagbadlong. Usahay sa akoa maam kay mosinngit na lang ko tungod kay kanang kanang dili pa gyud nila ma-gets dayon ang
imong gisulti. Usahay pud kay maggamit na lang ug lahi-lahi nga mga activities para naa pirmi ilahang atensiyon. (FGD-04)
Difficult because they will not follow you immediately that is why sometimes I am asking help from other students on how they
will be controlled. Sometimes I will even shout because they cannot immediately understand what you wanted to say. Also,
sometimes there will be usage of different activities for their attention to be maintained. (FGD-04)
Empathy, Patience and Dedication. This is the second code for the second probed issue. Based from the answers
gathered from the interviews, most of the respondents stated that in managing students' disruptive behaviors staying calm, losing
hope, feeling sad, become eager to continue teaching and the feeling of difficulty yet with enjoyment contributed to the
management of behaviour.
Participant 3 shared her experiences and cited that:

Kalma lang maam. Kalma lang gihapon tapos kanang maghunahuna ko kung unsay mas effective or unsay mas buhaton
aron ma-catch nako ilahang attention labi natong mga bata nga nakahatag ug disruptive panahon sa discussion. (IDI-03)
Keep calm maam. Keeping the calm and I will think of what would be the effective or what is the thing needed to do to
catch their attention especially those children who are the one who disrupt during the discussion. (IDI-03)
Moreover, Participant 6 stipulated that:

Lisud siya kayo maam kay hangtod karon even murag naa pa ko sa adjustment period labi na sa language nga dapat
gamiton nga opposite sa materials nga gina-provide sa amua. Struggle sa kanunay maong makaingon ko usahay ug lisud kaayo
ang among pagtudlo. (IDI-R6)
It is very difficult maam even until now, it is seems that I am still on the adjustment period especially to the language to
be used which is opposite to the materials provided to us. Struggle as always that is why I could tell sometimes that our teaching is
very difficult. (IDI-R6)
Battling Difficulties. This is the next overarching theme emerged from the participants responses. Several answers have
similarities with regards to the participants’ difficult experiences bumped into while teaching the mother tongue language. Based
from the analysis of data, teachers teaching mother tongue language emphasized various difficulties.
Struggles with Unfamiliar Language. This is the first code from the third probed issue. From the interviews conducted,
participants affirmed that difficulties are being faced when teaching the mother tongue language. Also, participants stated that
they are having language barrier because they had only limited knowledge about the language and its terminologies. Hard times
are met due to the fact that the materials used are not in the language of the students.
Participant 1 mentioned that:

Maam parehas sa kadtong akong ginaingon ganina nga kanang ang ilahang terminology nga ginagamit. Unya as a
teacher kay dili man pud nimo masabtan. So, mao na siya ang difficulty…. Isa sa mga nalisdan sa mga teacher kay since wala pa
man siyay knowledge about ana. (IDI-01)
Maam just like to the thing I’ve mentioned earlier of their terminology being used. Then as a teacher, you never understand. So,
that is the difficulty…. One of the things for the teacher to be difficult since he don’t have knowledge about that. (IDI-01)
FGD Participant 3 shared too her experience and said that:
Language barrier. Mao jud na maam labi na sa akoa nga first time nako maghandle ug mother tongue language. Hinay-hinay
nimu siya nga tun-an ang ilahang language para sa language barrier kay para maka-learn ka sa ilaha. (FGD-03)
Language barrier. It is really the thing especially for me who is first timer in handling the mother tongue language. You
need to learn their language slowly for the language barrier for you to learn from them. (FGD-03)
Problems in Instructional Materials. This is the second code of the third issue probed. Interview informants and FGD participants
imparted that they primarily faced difficulties in the instructional materials to be used in the discussion of the topic. Most of the
participants believed that scarcity of materials and even when the materials are not in line with the students, these are really
difficulties for a teacher to teach and this is being mentioned by one of the participants.

ISSN No:-2456-2165
Participant 7 answered that:
Ang materials maam kay dili man siya applicable para sa among estudyante diria sa bukid. Usahay kay wala jud
materials nga pwede gamiton. Kinahanglan mag-innovate mi nga mga teachers para lang maka-relate ang mga bata ug
makasabot sa gihapon sa amuang klase. (IDI-07)
The materials maam are not applicable for our students here in mountainous areas. Sometimes, we don’t have any
materials to be used. We, teachers need to innovate for the children to relate and still understand the discussion. (IDI-07)
Enriching Teaching Strategies. In response to the in-depth interviews and focus group discussions, informants and participants
are subjected to state on what are the solutions they made when instructional issues are met while teaching the mother tongue
language. In line to this, from the responses of the participants, making connections, using variety of activities and conducting
research are the strategies they’ve mostly used. Several participants responded the same answers when they were asked about their
actions done to overcome these instructional issues.
Making Connections. This is the first code of the fourth probed issue. Majority of the teachers tapped for the qualitative
data collection shared that the conduct of home visitation and asking assistance from teachers and students give a support for the
instructional issues.
Participant 3 also said that:

One of the coping mechanism maam kay kanang home visitation or nagapangayo ko ug tabang sa mga estudyante nga
kabalo magtranslate ug sa mga kauban nako nga maestra. (IDI-03)
One of the coping mechanism maam is the conduct of home visitation or asking assistance from the students who know
how to translate and to my co-teachers. (IDI-03)
Same responses were given out by FGD Participant 6 &10 through stating that:
Magtawag ko ug rescue nga magtranslate sa term. Pasabot mangayo jud ug tabang sa bata nga nakabalo jud maam ug
sa classmate pud sa bata. Nagabisita pud ko sa balay sa bata maam para maghatag ug dugang nga tabang. (FGD-06 & 10)
I will call someone to rescue me and translate the term. It means that I will really ask assistance from a learner who knew
it and even to the classmates of the child. I am doing also a home visitation to give additional assistance. (FGD-06 & 10)
Use of Variety of Classroom Activities. This is the second code for the fourth probed issue. Many of the research informants and
participants made mention that they are using various activities in the classroom to solve the instructional issues experienced.
Whenever there is an issue in terms of the delivery of topics, they tend to use activities.
As stated by Participant 1 that:

Using pictures, usahay videos then usahay kanang mga gina-integrate pud nako siya sa ilaha kung nagadula na sila
since pre-school man akong gina-handle. (IDI-01)
Using pictures, sometimes videos, then sometimes I integrate it with games since I am handling pre-school learners. (IDI-
01)
It was being agreed by Participant 2 that:
So, the strategies I’ve implemented to overcome instructional issues is I’ve inserted multiple intelligences. Of course, we
are all intelligent. Children as they are, as young as they are, they have really their own intelligences. (IDI-02)
Embodying the Essence of Research. This is the third code of the fourth probed issue. Teachers in the mother tongue
language stated that one of the things they did to overcome or solve instructional issues is the conduct of researches. It is shared
by many that certain instances in the delivery of lessons that it needs a further research in making clarifications of the topic.
Participant 4 emphasized that:
Nagabuhat mi ug dugang nga research pagmakaadto mi sa lugar nga naay signal. Mura nalang pud ug tabang sa
amuang sarili kung magkaproblema mi sa topic nga kailangan namu itudlo. (IDI-R4)
We are making additional research if we could get into the place with a signal. It seems like help for us if there will be
problem on the topic to be discussed. (IDI-R4)
The Role of Experiences in Shaping the Belief, Attitudes, Commitment and Aspirations
Displayed in Table 4 are the responses of the participants in regards to the role of experiences played in shaping the
teacher' belief, attitude, commitment and aspirations in accordance to their school location and years in service.
There are four essential themes which are drawn out from the in-depth and focus group discussion of the participants for the
fourth question. The essential

ISSN No:-2456-2165
Table 4
ISSUES PROBED CORE IDEAS CODE ESSENTIAL THEORETICAL
THEMES SUPPORT
On Belief  Misconception Being Open-Minded Openness to New Self-Efficacy Theory

that teaching mother Ideas
tongue is easy
 Mistakenly
believe that distance
may affect teaching
 Thinking that
teaching in IP school is
just a burden
 Changing Flexibility in
perception to students' Teaching
 Modifying the
teaching standards
 Reluctant to
use criticism
On Attitude  More patience Being diligent Enriching Positivity Self-Determination
should be attributed and Theory
 Difficulty of Hardwork
having small amount of
patience
 Widen the
understanding
 Exerted more
effort
 Willingness to
work with difficult
students
 Being
persistent towards
students' difficulty
 Seeing its Being optimistic
positivity
 Taking the
positive side
 Staying
positive all the time
On Commitment  Keep on going Being resilient Thriving the Passion Social Constructivist
 Dedicating the for Teaching Theory
heart to teaching
 Having the
determination in
teaching
 Keep on
encouraging students
towards learning
 Never give up
 Finding Pedagogical
additional knowledge Approaches
about the language
 Equipping self
on the various teaching
strategies
 Provide timely

ISSN No:-2456-2165
assistance to students
On Aspirations  Focus is on the Being a goal- Establishing Active Learning

students learning oriented teacher Effective Theory
 Improving the Instructional
students' learning skills Strategies
 Creating
enhancement to
students' learning
 Produce Innovations and
instructional materials Creativity
 Innovate
localized materials
 Create
interactive activities
essential themes consisted codes based from the issues being probed which are summarized in the table.
Openness to New Ideas. The belief of the teachers in accordance to their school location and years in service are being affected
based from the similar responses given by the participants. Based from the information given by the research informants and
participants, it is claimed that because of the experiences they had in teaching mother tongue language, changes in perceptions and
mistakes on the concepts believed are found out.
Being Open-minded. This is the first code of the issues probed. Teachers stated that one of the changes occurred because
of the experiences are those misconceptions and beliefs in regards to the teaching of mother tongue. Majority of the informants
and participants emphasized these things.
Participant 4 said that:

I believe that distance kay factor sa among pagtudlo labi na diria sa among situation na magbyahe pa ug pila ka oras so
burden kayo para lang makaabot sa skwelahan. Sa una, nagahimu jud ko ug adjustments pero karon okey ra man diay nga diria
magtudlo. Mas naganahan pa gani ko okay bisan layo maka-inspire man pud ang mga students. (IDI-04)
I believe that distance is a factor in our teaching especially in our situation here that we need to travel for how
many hours so it is really a burden just for us to reach at school. At first, I am making adjustments but now, I’ve realized that it is
okey to teach here. I will most likely to teach here though it is far yet it is inspiring because of the students. (IDI-04)
Flexibility in Teaching. This is the second code of the first issue probed. Similar effect on the teachers’ belief is being
gleaned from the common responses of the participants and informants on the interview. It is shared by many that they have
changes in perceptions to the students and to the teaching standards.
Participant 1, when asked about her belief as a mother tongue language teacher, she directly answered that:
Sa sugod, abi nako ug sayon nga magtudlo diria sa bukid pero sa tulo nako ka tuig nga pagtudlo, still makaingon ko nga
naga-adjust pa gihapon ko sa setting labi na sa pagtudlo sa mother tongue. Sa sugod standard kaayo ko pero sa kadugayan,
kinahanglan jud nga idepende nimu sa level sa mga bata para makasabot sila sa imuhang lesson. (IDI-01)
In the beginning, I thought it is easy to teach in the IP schools but I am now on the 3 years in teaching, I could say that I
am still adjusting with the setting especially in teaching mother tongue. When I started, I had too much standard yet in the long
run, you will really depend to the learners’ level for them to understand the lesson. (IDI-01)
As response to the question, Participant 5 answered that:

Diria kay nagtoo ko nga ang mga estudyante kay parehas ra sa mga estudyante sa patag. Dapat jud diay dili nimu i-true
to all kay lahi ang ilahang paagi aron maka-learn. Lahi ilahang mga learning styles. (IDI-05)
Here, I thought the students are the same on what is on the town or city. You should not make a true to all thought
because they have their own ways in order to learn. Different learning styles. (IDI-05)
Similar ideas are also given by Participant 3, 5 and 6 in the FGD. They emphasized that:
As teachers, na-realized nako nga we should adjust ourselves to whom is our students. Dili nato iparehas tanan. Ako
ginabag-o na nako akong mga approach sa pagtudlo bisan pa ang paghatag ug evaluation or feedback sa performance sa bata
kay basin pagtoo nila criticism nimu to kung unsa sila. (FGD-03, 05 & 06)

ISSN No:-2456-2165
As teachers, I’ve realized that we should adjust ourselves to whom is our students. We should not make them the same
from others. I am changing my approach in teaching even on the way of giving evaluation or feedback in their performance cause
it might be that they will thought that it is your personal criticism already about who they are. (FGD-03, 05 & 06)
Enriching Positivity and Hardwork. Taking into account the information gathered in the in-depth interview and focus group
discussions, mother tongue language teachers recognized that there are changes in their attitude. This means that experiences
teachers had shaped their attitude. These can be encapsulated to two groups of ideas: being diligent and being optimistic.
Being Diligent. This is the first code of the second probed issue. Mother tongue language teachers stated that one of the
things they had is having more patience, willingness to exert more effort despite of the difficulty and being persistent in order to
keep on going in teaching.
From the statement of Participant 7, she said that:

Sa ako maam, kinahanglan diria sa bukid naa kay taas kayo nga pasensya. Pasensya sa mga estudyante, sa ilahang mga
batasan, Kay kung naa koy taas nga pasensiya, mas masabtan nako ang mga bata. (IDI-07)
For me maam, here in the far flung schools, you need to have a long patience. Patience to your students, in their attitude.
Because if I have enough patience, I could better understand my students. (IDI-07)
For Participant 2, she responded that:

Para ang pagtudlo ug mother tongue gaan-gaan lang, positive nako sa pagtudlo bisan naa pay gagmay nga kalisod labi na sa
materials. Isa pud kay tungod ani, mohatag jud ka ug dako nga effort. Effort para makuha-huna ka ug materials nga pwede
gamiton para nila. (IDI-R2)
In order for the teaching of mother tongue as light as it is, now within the 5 years of teaching, I am already positive eventhough
there are struggles on the materials. Another is because of this, I am giving the extra effort. Effort to think for the materials to be
used for them. (IDI-R2)
Being Optimistic. This is the second code of the second probed issue. Informants and participants have pointed that being positive
all the time made them motivated to continue teaching mother tongue language. One participant shared that positivism can give a
big impact for the teachers to continue though challenges are there while teaching. In addition, seeing the positive side of
everything provided a support to them.
Participant 6 expressed too the changes occur in her attitude. She mentioned that:
Ako kay naa naman ko sa ika-pulo ka tuig, positive nako pirmi sa pagtudlo. Naa nako gana ug willing na ko nga mas i-
push ang pagtudlo sa mga bata labi na sa ilaha nga naa jud ang kalisud sa pagtuon. (IDI-06)
For me because I am teaching within the 10 years of teaching, I am positive as always in teaching. I have already the
interest and willingness to keep on pushing in teaching the children most especially to them who had difficulty in learning. (IDI-
06)
The FGD Participants 7, 8 and 9 have common answers and they said that:
Dapat positive jud diay pirmi ang mga teachers. Kami dapat positive sa kanunay kay dira mas ganahan mi nga tudloan
ang mga bata labi na sa mother tongue nga part sa curriculum. (FGD-07, 08 & 09)
Teachers should always be positive. We should be positive always because this is where we could have more interest in
teaching the children most especially with the mother tongue which is part of the curriculum. (FGD-07, 08 & 09)
Thriving the Passion for Teaching. Based from the qualitative data gathered from the focus group discussion and in-depth
interviews, mother tongue language teachers shared that igniting the fire of passion for teaching made them more committed to
teach the students the language. The participants’ responses as being recorded implied that development to one’s self is made too
for the continuous equipment of various strategies.
Being Resilient. This is the first code for the third probed issue. They collectively considered that dedication and
determination in teaching is needed to keep on encouraging students to learn. Further, they added that challenges are always there
yet they never gave up.
Also, for Participant 2, she answered that:

Bisan sa mga difficult experiences maam, padayon lang jud sa gihapon. Padayon kay mao mani akong gipili nga profession.
Unya, tabangan jud pud ang mga bata kung gikinahanglan through review ug home visitation. (IDI-R2)

ISSN No:-2456-2165
Despite of the difficult experiences maam, continue as it is. Continue because this is the profession I am being chosen. Then, I will
help the students if they need it through a review and home visitation. (IDI-R2)
Related answers are being recorded from the responses of the participants. FGD Participant 7 and 10 emphasized that:
With the difficulties I’ve experienced in teaching mother tongue, I became more dedicated because of the students. I am
more inspired and dedicated to continue what I’ve started. I am being challenged every time you could observe that the students
are learning from me. (FGD-07 & 10)
Pedagogical Approaches. This is the second code of the third probed issue. The informants and participants affirmed that
they also became committed in finding additional knowledge and equip themselves to various teaching strategies through
attending seminars. To add, they cited also that these approaches helped them in providing timely responses to the students in
times of their needs in the teaching-learning process.
According to Participant 1, she responded that:

Committed na ko karon nga mas makabalo ug maka-learn ko sa ilahang language kay sila man pud gihapon ang maka-
benipisyo ani. (IDI-01)
I am now more committed to know and to learn their language because they are the one who will benefit from this. (IDI-
01)
Further, Participant 4 said that:

Kay lima naman ko ka tuig karon sa pagtudlo sa mother tongue language, daghan nako ug training and seminars
naapilan. Tungod ato mas daghan ko ug nahibal-an nga mga paagi sa pagtudlo ug dako kayo siya nga tabang. Karon, ganahan
nako kung ipadala napud ko sa mga trainings. (IDI-R4)
Because I am now on my fifth year of teaching the mother tongue language, I’ve attended many trainings and seminars.
Because of those seminars and trainings, I’ve learn a lot of things and it is really a big help. Now, I am interested more if I will be
requested to join trainings. (IDI-R4)
Establishing Effective Instructional Strategies. In response to the in-depth interviews and focus group discussions, informants
and participants mentioned that there are goals they wanted to achieve based from the experiences they had faced. In dealing with
the teachers’ aspirations, most of the participants have common answers in terms of their goals in teaching mother tongue
language.
Being a Goal-Oriented Teacher. This is the first code for the fourth probed issue. Majority of the individuals tapped in
the qualitative data collection have stated that being a goal-oriented teacher may bring positive impact to the way they will teach a
subject. When they have a goal, they tend to have also the focus on what are the things they need to attain especially on the part of
their students.
Participant 3 said that:

For me, I plan to create or make new learning activities which will make my students more participative and interactive. It is
better to engage the students always in the class discussion. (IDI-03)
As she was questioned, Participant 7 answered through saying that:

Mas focus ko karon sa pagtabang sa akong mga students. Labi na ang ilahang mga skills parehas anang reading ug speaking,
dapat makabalo jud sila ug naa jud enhancement nga mahitabo sa ilaha. (IDI-R7)
I am now focus in helping my students especially with their skills just like their reading and speaking. They need to know and
there should be an enhancement for them. (IDI-R7)
Moreover, Participant 4 also stated that:

Sa ako kay ang goal jud nako kay ang improvement sa ways kung unsaon sa mga students pagkabalo sa lesson. Mao
man jud gud ang lisud kayo. Siguro mangita ug IMs na suited sa ilaha or maghimo na lang para magsupport sa ilahang learning.
(IDI-04)
For me my goal is really to improve the ways on how the students could learn the lesson. It really the hardest one. I think
I need to seek for the materials which will suit to them or I will create one because it is one thing which could support their
learning. (IDI-04)

ISSN No:-2456-2165
Innovations and Creativity. This is the second code of the fourth issue probed. From the in-depth interviews and focus
group discussions, it is shared by many teachers that aspiring to produce and create instructional materials which are suit to the
level of students they have is really in need. They also resulted to create interactive activities which also served as support system
of the teachers in the way they will teach the mother tongue language.
FGD Participant 9 and 10 mentioned that:

Naga-plano jud mi, ang mga teachers sa mother tongue language, nga magbuhat ug materials nga tama jud sa mga
estudyante namu. Iapil gani namu ang ilahang tradition ug culture kay dako jud nga tabang. (FGD-09 & 10)
We are really planning, the teachers of the mother tongue language, to make materials which is exact to the needs of our
students. We include their tradition and culture because it is really a big help. (FGD-09 & 10)
Data Integration of the Salient Quantitative and Qualitative Findings

The present study on the sense of efficacy of the non-IP Elementary Public School teachers teaching mother tongue
language carries out a mixed methods approach employing the convergent parallel approach. The fourth research question of the
study involves the corroboration of the findings from quantitative and qualitative phase. The table on the salient quantitative and
qualitative findings presents the focal points in the first column which contains the variable of the study followed by the
quantitative and qualitative findings in the second and third column. The findings from the quantitative phase are usually the
indicators with the highest mean while the qualitative findings which display the identified responses show confirmation or
disconfirmation to the quantitative results. The fourth column is the nature of the data integration and the fifth column contains the
axiological implications made based on the data described in the preceding columns.
Table 5
Data Integration of Salient Quantitative and Qualitative Findings
Aspect Quantitative Findings Qualitative Findings Nature of Axiological Implications
for Focal Data
Point Integration
From Table 1 on the Table 2 on the lived Merging- Passion matters in that it
Teachers Sense of experiences of teachers Converging motivates and inspires the
Sense of Efficacy under with regards to the sense teachers. Passion is a
Efficacy indicator 1 Student of efficacy of teachers motivational factor that
Engagement, item 2, teaching mother tongue affects teacher performance.
helping students to language has a code of It drives the teachers for a
value learning, had an Fulfilling Ones better student
equivalent description Responsibility accomplishment. Passionate
of very high with highlighting the theme teachers create an effective
M=4.70. Living the Passion and learning environment and
Fulfilment of increase learning potential of
Responsibility students.
Based on Table 1 Table 2 on the lived Merging- Effective teachers have a

under indicator 2 experiences of teachers Converging wide array of instructional
instructional strategies, with regards to the sense strategies at their disposal.
item 2 using variety of of efficacy of teachers They are skilled in the use of
assessment strategies, teaching mother tongue cooperative learning and
had a description of language has a code of graphic organizers; they
very high with Embodying Research know how best to use
M=4.62. highlighting the theme homework and how to use
Enriching Teaching questions and advance
Strategies organizers, and so on.
Based from the Table Table 2 on the lived Merging- Teachers should know when
under indicator 2 experiences of teachers Converging the teaching and
instructional strategies, with regards to the sense instructional strategies
item 3 providing an of efficacy of teachers should be used with specific
alternative explanation teaching mother tongue students and specific
or example when language has a code of Use content. Although
students are confused of Variety of Classroom cooperative learning might
about the topic, had a Activities highlighting the be highly effective in one

ISSN No:-2456-2165
description of very theme Enriching Teaching lesson, a different approach
high with M=4.60. Strategies might be better in another
lesson.
From Table 1 under Table 2 on the lived Merging- Teachers learn “tricks of the
the indicator 3 experiences of teachers Converging trade” from such sources as
Classroom with a code Fulfiling Ones watching other teachers,
Management, item 2 Responsibility with reading about the topic, and
getting students believe essential theme of Living reflecting on what is
that they can do well in the Passion and Fulfilment occurring in their
school work, gained of Responsibility. Also, the classrooms. While mastering
the description of very code Making Connections effective classroom
high with M=4.74. with a theme of Enriching management techniques
Teaching Strategies. takes work, effective
teachers make classroom
management look easy. The
classroom environment is
influenced by the guidelines
established for its operation,
its users, and its physical
elements.
In the focal point which is the sense of efficacy, the result shows the merging function as converging in the combined
quantitative and qualitative findings. The Table 3 on the experiences with regards to sense of efficacy with a code of Fulfilling
Ones Responsibility highlighting the theme Living the Passion and Fulfilment of Responsibility was actually a confirmation to the
quantitative finding stated in Table 1 Status of the Sense of Efficacy under indicator 1 Students Engagement on item 2 about
helping students to value learning is rated Very High with M=4.70. In axiological perspective, teachers passion' increase the
potential of students to learn the lesson. This means that living in the passion of teaching served as motivational factor of teachers
in their performances and accomplishments.
Moreover, another code which is the Embodying Research which highlighted the theme Enriching Teaching Strategies
emerges which merging function as converging for its qualitative findings converge to the quantitative findings under the
indicator 2 Instructional Strategies on item 2 about using variety of assessment strategies with M=4.62. In axiological
perspectives, an effective teacher should have a various instructional strategies because it contributed for them to be skilled in
providing assessments and making questions which lead to effective learning of the students.
Further, the code Using Variety of Classroom Activities which highlighted the theme Enriching Teaching Strategies
showed that the qualitative findings when merged into the quantitative findings on item 3 under the indicator 2 about providing an
alternative explanation or example when students are confused about the topic with M=4.60 converge to each other. In the
axiological perspectives, it implies that various approaches or strategies must be identified if when and how these strategies will
be used in accordance to the needs of the students.
On the other hand, the code Fulfilling Ones Responsibility which highlighted the theme Living the Passion and
Fulfilment of Responsibility and Making Connections which highlighted the theme Enriching Teaching Strategies confirmed that
the qualitative findings are converge to the quantitative findings under the indicator 3 Classroom Management on item 2 about
getting students believe that they can do well in school work with M=4.74. In its axiological perspective, it means that while the
teachers mastering the techniques in managing the classroom, making students believe that they can do well in school work
through reflecting on what students could do is important. This influenced the students even their physical elements while they are
learning the lessons on mother tongue language.
Intervention Scheme Based on the Findings of the Study

Title of the Intervention: MTLI (Mother Tongue Language Intervention)
Author's Name: Deveyvon L. Espinosa
Graduate School: University of the Immaculate Conception, Davao City
Affiliation: Kapalong College of Agriculture, Sciences and Technology
Rationale:
Basically, the teaching of mother tongue language in the elementary schools purposely implemented to build the Kinder
to Grade 3 learners’ first language which served as spring board for them to learn the second language which is English. However,
based on the experiences expressed by the non-IP public elementary school teachers, it was denoted that various challenges were
being faced by them every day as they will teach a language which is not familiar to them, namely the Ata-Manobo language.

ISSN No:-2456-2165
Hence, the following issues were given proposed interventions in order to have possible solutions towards effective teaching-
learning process.
Intervention Scheme
ISSUES OBJECTIVES ACTIVITIES PERSONS TIME ELEMENT

INVOLVED
Scarcity and To craft materials Conduct lecture  Superintendent  1 week of
Localization of which are being about IMs of Davao Del Norte seminar and
Instructional Materials contextualized  Expert in workshop
based on learners hands-on activities localizing IMs
cultural background in the making or  School
crafting of IMs Administrators
 Elementary
Teachers from Kinder-
Grade 3 within the
Municipality of
Talaingod
Unfamiliar Terms To provide Reviewing the  Superintendent  1 month
Encountered in the information on the curriculum guide of the Division of every weekends
Curriculum Guide translation of the on each of the Davao del Norte -1st week lecture
basic words/terms subject  IP Teachers -2nd week
found in the (Ata-Manobo)
curriculum guide Translating the  School
terms which are Administrators
To provide new to the teachers  Elementary
assistance to the in correspond to Teachers from Kinder-
non-IP teachers the Ata-Manobo Grade 3 within the
through seminar language of the Municipality of
students Talaingod
Instructional Issues To give inputs on A one-day lecture  Superintendent  One day
the various about the strategies of the Division of
strategies to be used which can be used Davao del Norte
in managing the inside the  Lecturers for
issues classroom the topic
 School
To provide Simulation activity Administrators
assistance to those applying the things  Elementary
teachers who still mentioned on the Teachers from Kinder-
have the difficulty lecture Grade 3 within the
in managing the Municipality of
delivery of Talaingod
instruction because
of some issues

ISSN No:-2456-2165
CHAPTER 4
DISCUSSION
This chapter deals with the discussions regarding the data of non-IP Elementary Public School teachers' sense of efficacy,
the significant of the difference of sense of efficacy when grouped according to years in service and school location, the lived
experiences of the mother tongue language teachers and the roles of these experiences in shaping their belief, attitude,
commitment and aspirations. Further, the data integration of both qualitative and quantitative data results as well as the
intervention scheme made is also thoroughly discussed in this chapter.
Status of Teachers' Sense of Efficacy

The results reveal that the status of the sense of efficacy of teachers teaching mother tongue language is Very High. This
implies that the sense of efficacy is always manifested by the teachers. This is in congruence with the study of Gibson & Dembo
(1984) which stated that teachers with a high sense of self-efficacy are confident that even the most difficult students can be
reached if they exert extra effort; while teachers with lower self-efficacy, on the other hand, feel a sense of helplessness when it as
to do with dealing with difficult and unmotivated students.
In the same vein, this study adheres to the study of Ashton (1985) and Adedoyin (2010) that teachers with higher
teaching efficacy find teaching meaningful and rewarding, expect students to be successful, assess themselves when students fail,
set goals and establish strategies for achieving those goals, have positive attitudes about themselves and students, have a feeling of
being in control, and share their goals with students.
Also, the sense of efficacy is a term which refers to the teacher’s judgment of his or her capabilities to bring about
desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated is related
to commitment to teaching, teachers’ persistence in the teaching field, and teacher burnout. From the study of Brouwers & Tomic
(2000) and Capa (2005) it was being suggested that efficacious people show more effort and persistence when faced with difficult
tasks.
In terms of the students’ engagement, as gleaned in the results, it is always manifested by the teachers. The findings of
the study are in agreement with the ideas that students’ engagement increasingly viewed as one of the keys to address problems
such as low achievement, boredom and alienation, and high dropout rates. If the students are always and totally engaged in the
classroom, they are more likely to perform well on standardized tests and are less likely to drop out of school. The conditions that
lead to student engagement contribute to a safe, positive, and creative school climate and culture (Martin & Torres, 2005).
Likewise, the level of sense of efficacy in terms of instructional strategies is always manifested. The instructional
strategies are the set of techniques or methods that a teacher can adopt to meet the various learning objectives for his/her
students. When these strategies would be utilized always, the learners would be assisted to walk on the path of independent
learning and become strategic learners while they are absorbing information regarding the topic. Through these strategies,
teachers would be equipped to make learning fun for students. Also, it helps students to awaken their desire to learn.
Instructional strategies focus on not only the educational content but also on the method and environment of the teaching
process (Richa, 2014).
Further, from the findings, teachers’ level of sense of efficacy indicates as always manifested in terms of classroom
management. The teachers’ management inside the classroom has an impact the way students will learn. The results revealed that
in order to provide students with more opportunities to learn all of the things that a teacher does, classroom management is being
implemented to organize students’ space, time and materials and so for their learning can take place should be implemented all the
time. With this, students should be able to carry out their maximum potential and develop appropriate behavior patterns if they are
being managed properly inside the classroom. When the teachers aware that there are unexpected events which might happen
inside the classroom, he/she could have the ability to control student behavior through the use of effective classroom management
strategies (Nagler et al., 2016).
Significance of the Difference on Sense

of Efficacy when Grouped According
to Years in Service and School Location
Generally, the results reveal that there is no significant difference on the sense of efficacy of the non-IP public school
elementary teachers when grouped according to school location and it is contradictory to the study of Ouka & Emunemu (2010)
which stated that one of the factors that could affect teachers’ performances and students’ achievement is the school location.
Since sense of efficacy could have effect on both teacher and students’ proficiency, environmental factors such as school locations
(rural or urban) could also have effect or impact on the proficiency academic achievement of students. Schools that have provided
generations of children and young people with knowledge, skills and attitudes need to become autonomous and responsive yet if

ISSN No:-2456-2165
the teachers are not totally accept the situation of where the school was being situated then effect towards their teaching will
greatly be observed.
Also, in terms of the variable and the other moderator which is the years in service, the findings show that there is also no
significant difference among the responses of the teachers based on their years in service and their sense of efficacy. The findings
incongruently relate to the research of Borko & Putnam (1996) and Berger et al. (2018) which showed a positive correlation
between the teachers’ sense of efficacy and the years in service indicating that teachers tend to become more confident over their
career. It appears that there is a considerable mastery progression between the first phase in a teaching career and the last phase.
Such conclusions have been corroborated by other researchers also who found that more experienced teachers have a greater sense
of efficacy for classroom management than the novice teachers and that sense of efficacy in classroom management increased
from the onset of the career.
The Lived Experiences of non-IP Public

School Elementary Teachers in Teaching
Mother Tongue Language
It was shown in the previous chapter the lived experiences of the teachers as they teach the mother tongue language.
Notably, different issues were probed which provoked various core ideas which were grouped into categories and labelled with a
general theme. This aimed to have a better understanding on the experiences of the teachers as they face the arena in teaching the
language which is new to them. With this, different propositions from the different authors and theorists were presented relative to
these experiences.
Living the Passion and Fulfilment of Responsibility. Teachers while they are aiming to achieve their responsibility
towards the students should continue the passion through putting deep appreciation to the learners’ uniqueness. Based on the
interviews and discussions, the rewarding experiences teachers had are more on the students’ improvement and learning. Ashton
(1985) & Adedoyin (2010) stated that teachers with higher teaching efficacy find teaching meaningful and rewarding, expect
students to be successful, assess themselves when students fail, set goals and establish strategies for achieving those goals, have
positive attitudes about themselves and students, have a feeling of being in control, and share their goals with students.
In addition, Erdem & Demirel (2007) supported that efficacy expectations appear in some cases to influence teachers’
feelings and thoughts and their selection of classroom activities. These beliefs provide a base of human motivation, well-being,
and personal accomplishment; unless people believe that their actions can produce desired outcomes, they have little incentive to
act or persevere when confronted with difficulties.
Instructional Competence and Maturity. The use of classroom management strategies and showing empathy, patience
and dedication even there are disruptive behaviours made by the students are needed as it gives impact to students’ learning
process. As stated by Mulvahill (2018), an effective classroom management is an absolute must to the teachers because it impacts
the ability to be an effective educator and it impacts students’ success as learners. If a certain classroom is out of control, it won’t
matter how passionate a teacher is about his/her subject or how much he/she is truly dedicated to children, learning will be
negatively impacted thus ensuring that these instructional strategies will be employed.
Further, according to Woolfolk Hoy & Weinstein (2006) and Berger et al. (2018), teachers who had the feeling of highly
confident in their abilities and they think that they are matured enough in dealing with any situation tend to sustain their students’
autonomy and could respond quickly to the misbehaviour acted by students without the feeling of being threatened.
Battling Difficulties. The difficulties such as the unfamiliar language or the mother tongue of the students and the
problems in instructional materials to be used in the class discussion are parallel to the study of the ACTRC (2014) which stated
that the non-native teachers were observed that on their teaching mother tongue they’ve used translation and code-switching,
along with other strategies, to clarify meaning and deepen students’ understanding. With this, teachers are expected that because
they are not familiar with the mother tongue of the students, they tend to learn first the heritage of the community and integrate in
the class discussion while learning too the native language of the learners. Moreover, the idea is supported too by the study
of Alberto et al. (2016) which confirmed that the scarcity of instructional materials is experience by the teachers teaching mother
tongue language which hinder the enhancement of the reading, listening, speaking and writing skills of the learners. Materials for
effective instruction must be contextualized for it to become effective in the learning of the students.
Enriching Teaching Strategies. The instructional issues with the various solutions used such as the making connections
to others, the use of variety of classroom activities and embodying the essence of research was revealed from interviews. The
results are in accordance with the study of Erdem & Demirel (2007) and Swanson (2010) which stated that sense of efficacy
expectations appear in some cases to influence teachers’ feelings and thoughts and their selection of classroom activities. These
beliefs provide a base of human motivation, well-being, and personal accomplishment; unless people believe that their actions can
produce desired outcomes, they have little incentive to act or persevere when confronted with difficulties.

ISSN No:-2456-2165
Consequently, it was being stated that MTB MLE teachers can incorporate modern learning theories and practices into all
class activities. They can assign students to work in teams to do problem solving activities that use higher thinking skills because
the students are using a language they understand. Teachers are also able to begin effective literacy teaching earlier because the
language and content of the reading and writing activities are familiar to the students (SIL International, 2011).
The insights from the participants about the role played by the teachers’ experiences in shaping their beliefs, attitudes,
commitment and aspirations were discussed in this part. From the responses, there were four themes being identified.
Openness to New Ideas. From the results of the discussions, it was being identified that there are changes occur on the
teachers’ belief due to the various experiences they had experienced. This is parallel to the theory of sense of efficacy which stated
that the performance of teachers teaching can be connected to his/her behavior, effort, openness to new ideas, innovation, planning
and organization, persistence, resilience, reluctance to use criticism, enthusiasm, willingness to work with difficult students, and
commitment to teaching and their careers (Ashton & Webb, 1986; Guskey & Passaro, 1994; Knobloch, 2006).
Enriching Positivity and Hardwork. Common responses were given by the participants of the study. It confirmed to the
idea in Self-determination theory which stated that all social contexts that promote autonomy, self-made decisions, self-efficacy,
feeling good about oneself, and interpersonal relatedness helps create intrinsic motivation. In the part of the teacher, he/she strive
to create positive attitude towards teachers work and see things on the positive sides despite of all the challenges he/she is kept on
doing the necessary things for the students (Patrick et al., 2000).
Further, this was also supported by Gubman’s Motivational theory (2004) stating that when one is intrinsically
motivated, the action is done because it is valued and there is an effortlessness to do it, which makes improving the action more
seamless and more likely. It demonstrates passion’s development and life cycle in the workplace and the motivation of a caring
leadership offering learning challenges, combined with belief in self, combined with a skill set that meets the challenge of the job,
creates a passionate work force.
Thriving the Passion for Teaching. Commonly, the participants emphasized their passion towards teaching mother
tongue language despite of those challenges which shapes their commitment. The responses of the participants and informants is
connected to the study of TeachThought Staff (2015) which stated that the teachers were from all walks of life, different ages, and
various fields of education but they all had one thing in common which is the passion in teaching. The teachers’ passion is not
only for the activity of teaching, but also for the ends it serves. Great teachers have humility in knowing that they serve a purpose
larger than themselves. Also, the passion matters for it motivates and inspires the teachers. Passion is a motivational factor that
affects teacher performance. It drives the teachers for a better student accomplishment. Passionate teachers create an effective
learning environment and increase learning potential of students. Passion leads to creativity; therefore, passionate teachers have
the ability to think and produce new notions in an easy way.
Establishing Effective Instructional Strategies. With the aspirations of teachers, it was observed that it is being affected
by their experiences in the teaching field especially as a mother tongue language teacher. The participants’ common ideas are
connected to the theory of constructivism which was mentioned by Rata (2012). The theory emphasizes the fact that learners
construct or build their own understanding. Learning is a process of making meaning. Learners replace or adapt their existing
knowledge and understanding (based on their prior knowledge) with deeper and more skilled levels of understanding. Skilled
teaching is therefore active, providing learning environments, opportunities, interactions, tasks and instruction that foster deep
learning. Hence, the theory of social constructivism says that learning happens primarily through social interaction with others,
such as a teacher or a learner’s peers.
Further, according to Richa (2014), instructional strategies should be strengthened because these help students to walk
on the path of independent learning and become strategic learners. Through these strategies, teachers will be equipped in
making the students learning fun through various activities and help students to awaken their desire to learn or improve their
skills.
Data Integration of the Salient Quantitative and Qualitative Findings

Based on the findings of the quantitative and qualitative phase, similar ideas were integrated and analyzed. On the
merging analysis which functions as converging, here are some of the quantitative findings with its qualitative equivalent: helping
students to value learning to passion and fulfilment of responsibility; using variety of assessment strategies to enriching teaching
strategies; providing an alternative explanation or example when students are confused about the topic to enriching teaching
strategies; and getting students believe that they can do well in school work to passion and fulfilment of responsibility and
enriching teaching strategies.

ISSN No:-2456-2165
The quantitative and qualitative results confirm that in teaching mother tongue language, teachers should always consider
the students to continue his/her passion to teaching and keep on enriching the teaching strategies which will be effective to the
learners to learn.
Also, these are related to the idea of Brooks (2019) which stated that teachers have a very significant, lifelong impact on
all of the students. This involves helping students feel they belong and are welcome in the school setting, providing them with
responsibilities through which they perceive themselves as contributing and making a difference offering them opportunities to
make choices and decisions and solve problems, and communicating encouragement and positive feedback.
Consequently, it is said that teachers should prepare mental set through rapport with students before they start teaching.
With the passage of time, the importance of instructors’ teaching style is being spread and the teachers are taking initiative to
improve their teaching and instructional strategies for students’ improved learning and during their times of confusions (Jalbani,
2014).
Lastly, effective teachers expertly manage and organize the classroom and expect their students to contribute in a positive
and productive manner. It seems prudent to pay careful attention to classroom climate, given that it can have as much impact on
student learning as student aptitude. Effective teachers also use rules, procedures, and routines to ensure that students are actively
involved in learning (McLeod, Fisher, & Hoover, 2003).
Intervention Scheme Based on the Findings of the Study

Since the findings revealed that struggles, challenges and problems were experienced by the teachers, an intervention
scheme was being created in accordance to the needed activities which may provide solutions to those issues. The following were
three issues identified: scarcity and localization of instructional materials, unfamiliar terms encountered in the curriculum guide
and instructional issues. Along with these issues were the objectives, activities, persons involved and the time element. Further,
the scheme specifies sort of action that should be taken when the teacher experience difficulties in teaching the mother tongue
language. This action should be tailored to the specific needs and temperament of the teacher involved. Also, the plan might
suggest or require that the teachers may attend to the specified activities where he/she is great likely to come into meet struggles
with certain issues which might cause problems with them and even to the students learning.
Salem al-marat (2011) imparted that an intervention plan will only work only if there is coordination between the
stakeholders. Because the teacher's role is critical in developing and executing a successful learning to students, the issues and
concerns which are in need of action should be acted by the help of an intervention plan. If the teacher is noticing more
challenges, then they are going to have a large responsibility in drafting the plan to see how if it can change his/her ways in
teaching. Hence, teachers adjust interventions in response to changing situations. Teachers respond to changes using a continuum
of teaching and instructional management techniques that correspond to severity and importance of the problem.
Implication for Educational Practices

Research has shown that teaching mother tongue language depicts various challenges and difficulties met by the teachers.
These challenges and difficulties existed even at the beginning of the full implementation of Mother Tongue Based Language
Education (MTBLE).
The quantitative and qualitative analysis of the study focused on the three indicators of the sense of efficacy of teachers,
their lived experiences and how these experiences shaped the belief, attitudes, commitment and aspirations, how the data
corroborate to each other. The results manifested an important point on highlighting the importance of having extensive seminars,
trainings and workshops for those teachers teaching the mother tongue language. With it, mother tongue language teachers study
and its important role in the Education Department should be given credits especially those who are teaching a language of the
indigenous people. Because despite the fact that their sense of efficacy is very high, it is inevitable that problems they had gained
much attention which need an immediate action. In general, due to the importance of teaching mother tongue, the performance of
the teachers on this field must be in focus to ensure that quality education is still at hand and they should never be neglected
especially in terms of their needs in materials even to the updated and effective teaching strategies to be used.

ISSN No:-2456-2165
CHAPTER 5
CONCLUSION AND RECOMMENDATION
This chapter presents the conclusions and recommendations which have been created based on the findings of the study.
Conclusions
Based on the findings of the study, the following conclusions were drawn:
First, the status of sense of efficacy of non-IP Public Elementary teachers teaching mother tongue language are very high
in terms of students’ engagement, instructional strategies and classroom management. Hence, this indicates that the indicators of
sense of efficacy are always manifested by the teachers.
Second, there is no significant difference on the teachers’ sense of efficacy when grouped according to school location
and years in service. As showed from the previous chapter, school location and years in service is statistically not significant to
teachers’ sense of efficacy because of its exceeding p-value which is greater than the set level of significance.
Third, the thematic analysis of the qualitative data was done based from the responses gained through the conduct of in-
depth interview (IDI) and focus group discussion (FGD). The results gave more information about the side of the teachers in terms
of their experiences and struggles encountered during the teaching of mother tongue language. Qualitatively, mother tongue
language teachers have been experiencing different situations which contribute to the way how they are teaching the language to
the students. The following themes were emerged: Living the Passion and Fulfilment of Responsibility; Instructional Competence
and Maturity; Battling Difficulties and Enriching Teaching Strategies.
Fourth, from the participants responses, another themes are identified which show the role of the teachers experiences in
shaping their belief, attitude, commitment and aspirations. The following are the themes: Openness to New Ideas; Enriching
Positivity and Hardwork; Thriving the Passion for Teaching and Establishing Effective Instructional Strategies.
Fifth, to better understand the impact of the teachers’ experiences towards teaching mother tongue language, the
responses were analyzed thematically to confirm the quantitative results of the study. Both of the findings from the two phases are
integrated based on the nature for future plan. The status of the teachers’ sense of efficacy based on the quantitative results show
that it converged to the data gained from the qualitative phase. Both of the quantitative and qualitative results confirms that the
teachers despite of the challenges and difficulties experienced by the teachers, they still keep on doing their passion for the sake of
the students and continue searching for remedies from the problems faced.
Lastly, from the responses of the participants an intervention scheme is made. Thus, the scheme presents the focused issues,
the objectives for each issue, activities, persons in-charge and its time element.
Recommendations
Based on the findings of the study, the following recommendations were being drawn:
Since the status of the sense of efficacy of non-IP elementary public school teachers teaching mother tongue language reveal
that among the three indicators of sense of efficacy the classroom management has the highest mean which affects greatly the
sense of efficacy, teachers may continue to use strategies for their classroom management especially in times of disruptive
behaviour of students as well as while they are doing school works. To add, the remaining two indicators, students’ engagement
and instructional strategies, both gained the lowest mean, thus it is recommended that teachers may strengthened the way of
giving motivation and assistance to the students through utilizing various strategies.
Further, since there is no significant difference in the sense of efficacy of the teachers when grouped according to years in
service and school location, teachers may also continue to have a very high commitment and belief on themselves especially as a
teacher teaching mother tongue language in order to linger too the passion of helping and assisting the students in their learning
process. Also, the school location and years in service does not have any effect on their sense of efficacy thus making such
dedication to strive more for the students’ betterment.
Thirdly, based from the qualitative phase results on the lived experiences of the teachers as regard to their sense of efficacy
in teaching mother tongue language, teachers may give much focus to the difficulties they’ve experienced in teaching such as with
the scarcity of the materials, the terms which are not familiar to them, the classroom management and instructional strategies to be
used. Thorough understanding of the curriculum guide may be done too and making an open communication to their School
Administrators and even to the Schools Division Superintendent may be created. Hence, from the good experiences they had,
teachers may continue the passion even in their situation towards teaching.

ISSN No:-2456-2165
Moreover, those differentiated experiences teachers as accordance with years in service and school location which shaped
their belief, attitude, commitment and aspirations may be used in meeting the needs of their profession. Also, those new beliefs
may form as their springboard to have a more effective teaching-learning process and their aspirations should be worked out
towards its realization.
Although the result divulged a converging integration of data gathered, it is being recommended that future researchers may
study and may conducted again in different corpus to confirm and validate the findings. The results of the future study may help to
corroborate more the fact of the parallel results and may strengthen the findings for vital and reasonable purposes as such creating
positive implications to the experiences of those teachers teaching mother tongue language.
Lastly, it is also being recommended to the School Administrators of the various public elementary schools within the
Municipality of Talaingod may conduct the seminars, trainings and workshops stipulated in the intervention scheme. These
activities may help the educators especially those who are teaching the mother tongue language to be equitable enough in dealing
their lesson though there are problems encountered such as the lack of instructional materials in their school.

ISSN No:-2456-2165
REFERENCES
[1]. Abidogun, Phatudi, Joubert and Hartell Retrieved from www.krepublishers.com/02- Journals/IJES/IJES-08-0-000-
15- Web/IJES-08-1-000-15-abst-PDF/IJES-08-1-i- 000-15-Abst-PDF/IJES-8- 1-i-101-15-606-Abidogun-B-
G/IJES-SV-8-1-i-101-15- 222-Abidogun-B-G- Tx%5B11%5D.pmd.pdf
[2]. Adedoyin, Mojavezi A. (2010). The Impact of Teacher Self-efficacy on the Students’ Motivation and
Achievement.https://pdfs.semanticscholar.org/5038/ca0956e3caaeb534c9 93c27 09e533f4b40f1.pdf
[3]. Ahmen, A. K. B. (2003) Islamic studies and Islamic Education in Contemporary in South East Asia: Yayasan ilmuwan ,
Kuala Lumpar: Malaysia Halcomb, E. & Hickman, L. (2015). Mixed methods research. Nursing Standard: promoting
excellence in nursing care, 29 (32), 41-47.
[4]. Akhtar, M. (2008). What is Self-Efficacy? Bandura’s 4 Sources of Efficacy Beliefs.

http://positivepsychology.org.uk/self-efficacy-definition-bandura- meaning/
[5]. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman. Retrieved from the
Bilingual Research Journal. Study of Paneque and Barbetta (2006) entitled A Study of Teacher Efficacy of
Special Education Teachers of English Language Learners With Disabilities
[6]. Baker, R. M., & Dwyer, F. (2005). Effects of instructional strategies and individual differences: A meta-analytic
assessment. International Journal of Instructional Media, 32(1), 69–84.
[7]. Berger, J. L. et al. (2018). Teaching Experience, Teachers’ Beliefs, and Self- Reported Classroom Management
Practices: A Coherent Network. https://journals.sagepub.com/doi/full/10.1177/2158244017754119
[8]. Black, Glenda L. (2015). Developing Teacher Candidates’ Self-Efficacy Through Reflection and Supervising Teacher
Support. Retrieved From https://ineducation.ca/ineducation/article/view/171/758
[9]. Bordelon, T. et al. (2012). Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their
Teachers. https://www.researchgate.net/publication/254291533_Teacher_
Efficacy_How_Teachers_Rate_Themselves_and_How_Students_Rate_ Their_Teach ers
[10]. Briggs, A. (2015). Ten Ways to Overcome Barriers to Student Engagement Online (Academic Technology: At the
College of William and Mary). https://onlinelearningconsortium.org/news_item/ten-ways-overcome- barriers-
student-engagement-online/
[11]. Capa, Y. (2005). Factors Influencing First-Year Teachers’ Sense Of
Efficacy.https://etd.ohiolink.edu/!etd.send_file?accession=osu1110229553
[12]. Creswell, J. (2013). Qualitative Research in Corporate Communication. Retrieved from

https://blogs.baruch.cuny.edu/com9640epstein/?p=543
[13]. Cummins, J. (2001). Bilingual Children’s Mother Tongue: Why is it important for education?
https://moominls.com/en/miksi - aidinkieli-on-niin-tarkeaa/
[14]. Durowoju, E. O. & Onuka, A. O. U. (2012). Effective Classroom Management as Determinants of Students’ Achievement
in Economics in Public Secondary Schools in Ibadan, Oyo State
[15]. Durowoju, E. and Onuka, A. O. (2015). Teacher Self-Efficacy Enhancement and School Location: Implication for
Students’ Achievement in Economics in Senior Secondary School in Ibadan, Oyo State, Nigeria.
https://files.eric.ed.gov/fulltext/EJ1081640.pdf
[16]. Eaglenews (2016, October). Retrieved from http://www.eaglenews.ph/use-of- mother- tongue-in-teaching-proves-

effective/
[17]. Finnegan, Shannon R. (2013, August). Journal of Cross-Disciplinary Perspectives in Education Vol. 6, No. 1
Linking Teacher Self-Efficacy to Teacher Evaluations.
https://pdfs.semanticscholar.org/6c63/2b28ee3ba138637fba69a3fb563bca bc7fc.pdf
[18]. Fletcher, A. (2005). Meaningful Student Involvement Research Guide. Olympia, WA: CommonAction. Retrieved 7/2/07
from http://www.soundout.org/MSIResearch.pdf

ISSN No:-2456-2165
[19]. Ghasemboland, F. (2013) Teachers’ self-efficacy beliefs and their English language proficiency: A
study of nonnative EFL teachers in selected language centers.
https://www.sciencedirect.com/science/article/pii/S1877042813038561
[20]. Knobloch, N. (2006). Exploring Relationships Of Teachers’ Sense Of Efficacy In Two Student Teaching
Programs. http://www.jaeonline.org/attachments/article/231/Knobloch_Vol47_2_36- 47.pdf
[21]. Kratochwill, T., DeRoss, R., & Blair, S. (2019). Classroom Management Teaching Modules.
https://www.apa.org/education/k12/classroom-mgmt.aspx
[22]. Lartec, Belisario, Bendanillo, Binas-o, Bucang, Cammagay (2014). Strategies and Problems Encountered by
Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom. IAFOR Journal of
Language Learning, v1 n1 Win 2014. Retrieved from https://eric.ed.gov/?id=EJ1167236
[23]. Malone, S. (2007). Mother tongue-based multilingual education: Implications for education Policy. Retrieved from
www.iafor.org/archives/journals/iafor- journal-of- language-learning/10.22492.ijll.1.1.04.pdf
[24]. Martin, J. & Torres, A. (2005). What is student engagement and why is it important?
https://www.nais.org/Articles/Documents/Member/2016%20HS SSE%20Chapter-1.pdf
[25]. Meador, D. (2018). Building an Arsenal of Effective Instructional Strategies. https://www.thoughtco.com/building-

an-arsenal-of-effective-instructional- strategies-3194257
[26]. Mulvahill, E. (2018). What is Classroom Management? https://www.weareteachers.com/what-is-classroom-management/-
[27]. Nagler, K. s. (2016). Effective Classroom-Management & Positive Teaching.

https://files.eric.ed.gov/fulltext/EJ1087130.pdf
[28]. Richa (2014). Instructional Strategies: Find the Best Approach to Encourage Independent Learning.
https://blog.udemy.com/instructional-strategies/
[29]. Sabokrouh, F. (2013). The Effect of EFL Teachers’ Attitude toward English Language and English Language
Proficiency on Their Sense of Efficacy. https://files.eric.ed.gov/fulltext/EJ1075665.pdf
[30]. Shidler, L. (2009). The impact of time spent coaching for teacher efficacy on student achievement. Early Childhood
Educational Journal 36, 453- 460. Retrieved from https://dc.etsu.edu/cgi/viewcontent.cgi?article=2433&context=etd
[31]. Slaugenhoup, E. L. (2016 Oct 10). Self Efficacy and Social Cognitive Theories.
https://wikispaces.psu.edu/display/PSYCH484/7.+SelfEfficacy+and+Social +Cogn itive+Theories
[32]. Soupen, R. A. (2013). A Comparative Study of Teachers Sense of Efficacy in Low-and High-decile Schools.
https://mro.massey.ac.nz/bitstream/handle/10179/5363/02_whole.pdf?seq uence =2&isAllowed=y
[33]. Swanson, P. (2010). Efficacy and Language Teacher Attrition: A Case for Mentorship Beyond the
Classroom. https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1024&context=m cl_facub
[34]. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and
Teacher Education, 17, 783-805. https://www.statisticssolutions.com/teachers-sense-of- efficacy-
scale-tses/
[35]. Weimer, M. (2012). 10 Ways to Promote Student Engagement. https://www.facultyfocus.com/articles/effective-teaching-
strategies/10- ways-to-promote-student-engagement/-
[36]. Wiseman, D. & Hunt G. (2008). Best practice in motivation and management in the classroom (2nd ed). Springfield:
Charles Thomas.
[37]. Wordpress.com (2014, January). 4 Ways to Develop Self-Efficacy Beliefs. Retrieved from
http://reflectd.co/2014/01/20/self-efficacy-beliefs/

ISSN No:-2456-2165
APPENDICES
APPENDIX A
PERMISSION LETTERS
LETTER PERMISSION TO CONDUCT THE STUDY
February 22, 2019
SYLVIA J. PIDOR, PhD

Dean, Graduate School
University of the Immaculate Conception,
Davao City
Dear Dr. Pidor:
The undersigned is currently undertaking a study entitled “A LOOK INTO THE SENSE OF EFFICACY OF NON-IP
ELEMENTARY PUBLIC SCHOOL TEACHERS TEACHING MOTHER TONGUE LANGUAGE: A PARALLEL
CONVERGENT APPROACH” in partial fulfilment of the requirements for the degree Master of Arts in Education major in
English. In connection, the undersigned would like to ask your permission to start conducting my data gathering and collection to
the expected place of study since I had already the Certificated of Compliance from the Research Ethics Committee of the higher
institution.
Rest assured that all the results will be highly kept confidential and will be used solely for the purpose of which it is intended.
Your favourable consideration on this request will be a great gratitude that will determine the success of this academic endeavour.
Thank you for the favourable response to this request and more power.
Respectfully yours,
DEVEYVON L. ESPINOSA
Researcher
Approved:
SYLVIA J. PIDOR, PhD

Dean, Graduate School

ISSN No:-2456-2165

ISSN No:-2456-2165
Appendix B
Instruments

ISSN No:-2456-2165
Survey Questionnaire
Name (Optional): ______________________________

School Location: ______________________________
Years in Service: ______________________________
Dear Respondents:
Listed below are series of statements that represent possible feelings that teachers might have about the sense of efficacy.
With respect to your own feelings about the subject that you are teaching as well as your sense of efficacy, this questionnaire is
designed to help us gain better understanding of the kinds of things that create difficulties for teachers in their school activities.
Your answers are confidential.
Instructions: Using the following 5-likert scale, indicate the extent to which you agree or disagree with the following statements
as they pertain to sense of efficacy. Kindly leave a check (/) to a given scale on each item to indicate the extent to which you agree
or disagree.
5 = Strongly Agree 2 = Disagree

4 = Agree 1 = Strongly Disagree
3 = Moderately Agree
Teachers Sense of Efficacy
Likert Scale
Student Engagement 5 4 3 2 1
As a teacher, I…
1. motivate students with low interest in their school work.
2. help students to value learning.
3. can calm a student who is disruptive or noisy.
4. assists families in helping their children to do well in school.
Instructional Strategies 5 4 3 2 1
As a teacher, I…
1. can craft good questions for the students.
2. use a variety of assessment strategies.
3. can provide an alternative explanation or example when students are
confused about the topic.
4. implement alternative strategies in the classroom.
Classroom Management 5 4 3 2 1
As a teacher, I…
1. can control disruptive behaviour during my class.
2. get students to believe that they can do well in school work.

3. use various strategies for the students to follow classroom rules.
4. establish a classroom management system with each group of students.

ISSN No:-2456-2165
Source: Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct.
INTERVIEW GUIDE FOR THE PARTICIPANTS
Good day.
I am DEVEYVON L. ESPINOSA, a MAED-English student of University of Immaculate Conception, Davao City. Presently, I
am conducting my study and would like to invite you to be one of my participants. I choose you, because your qualification is
fitted for the inclusion criteria as one of the participants of this study.
The purpose of this convergent parallel mixed method is to describe the lived experiences of the non-IP elementary public school
teachers who are teaching mother tongue language and to identify their sense of efficacy while teaching the said language. Hence,
the data will be corroborated for the research to have a clear understanding about the phenomenon being studied.
If you volunteer to participate in this study, you will be asked to participate through answering the interview questions which you
can finish within 20-30 minutes.
If you feel discomfort during the course of the interview because of the sensitive nature of the topic being studied, you may
abstain from answering the questions which makes you feel any psychological or emotional distress or you can withdraw if you
decided not to be a participant because you cannot discuss the information that is asked for you from the study. Although your
answers will be tape recorded, your responses will remain anonymous, it will be treated with confidentiality and no names will be
mentioned in the report. The researcher put value to your participation and she will place your welfare as the highest priority
during the course of the study.
Thank you.
1. What are the lived experiences of the non-IP Elementary Public School teachers teaching mother tongue language?
1.1. What mother tongue do you use in your school?
1.2. How long you have been teaching mother tongue language?
1.3. What good experiences did you encounter in teaching mother tongue language?
1.4. What experiences do you consider as rewarding when you are teaching mother tongue?
1.5. How will you describe your experiences in teaching mother tongue language when a student is having a
disruptive behaviour?
2. What are the challenges met by the non-IP Elementary Public School teachers teaching mother tongue language?
1.1. What are the difficulties you’ve encountered in teaching mother tongue language?
1.2. How did you handle the difficulties encountered in teaching mother tongue language?
1.3. What are the coping mechanisms did you adapt in handling challenges in teaching such as if the student is
not motivated to learn?
1.4. What are the strategies you’ve implemented to overcome instructional issues in teaching the language?
1.5. How do these instructional strategies help you in coping up those challenges?
3. What are the insights you could share to your co-teachers who are also teaching mother tongue language as well as to
the academe in general?
1.1. What are the advantages of being a mother tongue language teacher?
1.2. What are the disadvantages of being a mother tongue language teacher?
1.3. How do these experiences shape your belief, attitudes, commitment and aspirations as a teacher?
1.4. If you will be given the chance to choose a subject, will you still prefer to teach mother tongue language? Why
or why not?
1.5. What does teaching mother tongue give you as a non-IP teacher?

ISSN No:-2456-2165
APPENDIX C
VALIDATION FORMS

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165

ISSN No:-2456-2165
Appendix D
Ethics Certificates

ISSN No:-2456-2165

ISSN No:-2456-2165
Appendix E
Certificate of Originality

ISSN No:-2456-2165
Appendix F
Sample of Informed Consent Form

ISSN No:-2456-2165

ISSN No:-2456-2165
APPENDIX G
CERTIFICATION OF DEBRIEFING
CERTIFICATION OF DEBRIEFING
This is to certify that the thesis entitled, A LOOK INTO THE SENSE OF EFFICACY OF NON-IP ELEMENTARY
PUBLIC SCHOOL TEACHERS TEACHING MOTHER TONGUE LANGUAGE: A PARALLEL CONVERGENT
APPROACH has undergone debriefing. The researcher observed and employed enough information to establish credibility,
transferability, dependability and confirmability in this research study.
In detail, the researcher observed strict process in gathering the necessary information. Likewise, the researcher sought
permission from the experts for their competent validation of the study.
As observed, the researcher employed a rich source of data, validated to establish credibility. Also, the researcher
provided comprehensive description and discussion allowing other researchers to make reasonable judgment about the
transferability of the result to a different setting or context.
Finally, the researchers gathered information were classified and categorized. All information were kept and were
secured for confidentiality.
JAMES C. ROYO, MAEd-TE

Faculty
Teacher Education Program
Kapalong College of Agriculture, Sciences
and Technology, Kapalong, Davao del Norte

ISSN No:-2456-2165
APPENDIX H
ARCHIVAL LOG
Archival # Category Interviewer Transcriber Translator Typist Date of

Interview
IDI-01 Grade 1 Deveyvon L. Deveyvon L. Deveyvon L. Deveyvon L. 02-27-19
Teacher Epinosa Epinosa Epinosa Epinosa
FGD-01 Kinder Kristy Jane Deveyvon L. Deveyvon L. Deveyvon L. 02-28-19
Teacher Reponte Epinosa Epinosa Epinosa
FGD-03 Grade 3 Kristy Jane Deveyvon L. Deveyvon L. Deveyvon L. 02-28-19

A Look Into The Sense of Efficacy of Non-IP Elementary Public School Teachers Teaching Mother Tongue Language A Parallel Convergent Approach

Uploaded by

Copyright:

Available Formats

A Look Into The Sense of Efficacy of Non-IP Elementary Public School Teachers Teaching Mother Tongue Language A Parallel Convergent Approach

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Look Into The Sense of Efficacy of Non-IP Elementary Public School Teachers Teaching Mother Tongue Language A Parallel Convergent Approach

Uploaded by

Copyright:

Available Formats

Volume 6, Issue 5, May – 2021 International Journal of Innovative Science and Research Technology

A Look into the Sense of Efficacy of Non-IP

IJISRT21MAY749 www.ijisrt.com 1467

IJISRT21MAY749 www.ijisrt.com 1468

Worldview and Theoretical Lens

IJISRT21MAY749 www.ijisrt.com 1469

The Conceptual Framework of the Study

IJISRT21MAY749 www.ijisrt.com 1470

Figure 1. Conceptual Framework of the Study

IJISRT21MAY749 www.ijisrt.com 1471

Specifically, this study sought answers to the following questions:

IJISRT21MAY749 www.ijisrt.com 1472

IJISRT21MAY749 www.ijisrt.com 1473

IJISRT21MAY749 www.ijisrt.com 1474

IJISRT21MAY749 www.ijisrt.com 1475

IJISRT21MAY749 www.ijisrt.com 1476

Correlation Between Variables

IJISRT21MAY749 www.ijisrt.com 1477

IJISRT21MAY749 www.ijisrt.com 1478

Issues on Teaching Efficacy Using Mother Tongue

IJISRT21MAY749 www.ijisrt.com 1479

IJISRT21MAY749 www.ijisrt.com 1480

QUAL Data and QUAN Data and

Figure 2. Convergent Parallel Mixed Methods Design

Figure 3. Map of the Philippines and Davao Region

IJISRT21MAY749 www.ijisrt.com 1481

Range of Means Description Interpretation

4.20 – 5.00 Very high The sense of efficacy is always manifested.

1.00 – 1.79 Very Low The sense of efficacy is not manifested.

IJISRT21MAY749 www.ijisrt.com 1482

Quantitative Data Analysis

Qualitative Data Analysis

Sequence, Emphasis and Mixing Procedure

IJISRT21MAY749 www.ijisrt.com 1483

Figure 4. Flow of Procedures

IJISRT21MAY749 www.ijisrt.com 1484

Trustworthiness of the Study

IJISRT21MAY749 www.ijisrt.com 1485

IJISRT21MAY749 www.ijisrt.com 1486

IJISRT21MAY749 www.ijisrt.com 1487

Status of Teachers' Sense of Efficacy

Category Mean 4.53 0.42 Very High

Category Mean 4.53 0.48 Very High

Category Mean 4.60 0.40 Very High

Overall Mean 4.55 0.36 Very High

IJISRT21MAY749 www.ijisrt.com 1488

Significant Difference on the Status of Sense

Variables Group N Mean SD t-Value/ P-Value

Years in Service Beginner (1-2 years) 41 4.50 0.39

The Lived Experiences of non-IP Public

IJISRT21MAY749 www.ijisrt.com 1489

Participant Sex Years in Service School Location

ISSUES PROBED CORE IDEAS CODE ESSENTIAL THEORETICAL

IJISRT21MAY749 www.ijisrt.com 1490

IJISRT21MAY749 www.ijisrt.com 1491

When asked the same question, Participant 4 expressed that:

Same feedback is given by FGD Participant 1 when she stated that:

IJISRT21MAY749 www.ijisrt.com 1492

As stressed by FGD Participant 4 that: