Factors influencing Teachers’ Participation in Certification Education: A Special Case of Continuing Professional Development in Belize

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(1)Factors influencing Teachers’ Participation in Certification Education: A Special Case of Continuing Professional Development in Belize. by Amparito T. de J. Tun. A Thesis Submitted to the Graduate Faculty in Partial Fulfilment of the Requirement for the Degree to MASTER OF BUSINESS ADMINISTRATION Major: International Human Resource Development. Advisor: C. Rosa Yeh, Ph. D.. National Taiwan Normal University Taipei, Taiwan June, 2014.

(2) Factors influencing Teachers’ Participation in Certification Education: A Special Case of Continuing Professional Development in Belize by Amparito T. de J. Tun. A Thesis Submitted to the Graduate Faculty in Partial Fulfilment of the Requirements for the Degree to MASTER OF BUSINESS ADMINISTRATION Approved:. ___________________________________________ Dr. C. Rosa Yeh Thesis Advisor. ___________________________________________ Dr. Wei-Wen Vera Chang Committee Member. ___________________________________________ Dr. Shir-Tau Tsai Committee Member. ___________________________________________ Dr. Wei-Wen Vera Chang Director of the Graduate Program. Graduate Institute of International Human Resource Development National Taiwan Normal University Taipei, Taiwan 13th June, 2014.

(3) Dedicated to my son and daughter, Silvin and Levenia Hudson.

(4) ACKNOWLEDGEMENT First of all I would like to thank my heavenly Father for His guidance and protection through these two years here in Taiwan. Special thanks to my advisor Dr. Rosa Yeh for all her patience on guiding and coping with me. Thank you to my committee members Dr. Vera Chang and Dr. Ted Tsai for all their valuable opinions and suggestions. Thank you to ICDF for this invaluable scholarship opportunity. Thank you to my university and faculty for making my stay and studies a success. Thank you to all my IHRD peers for all their support and encouragements. Special thanks to the Ministry of Education in Belize for their support and input. Thank you to all the teachers in Belize that participated and made this research a success. Thank you to my friends: Adan Mejia, Virginie Marc, Marian Sowe and my cousin Solangel for all their support and assistance during my data collection. Last but not least, to all my family especially my mom Mrs. Dorinda Tun and my kids for their unconditional love and patience as I embarked on this new challenge. Thanks God we made it!!!.

(5) ABSTRACT Belize’s educational system has been evolving gradually since the early 1960’s to provide quality and competent education to all students. Up to date, the struggle is still visible because the hallmark of the British colonization remains within the educational system. The practice of hiring teachers without proper certification and training in pedagogy has kept Belize disadvantageous in this field. This research intends to explore the possible factors that could be influencing teachers’ participation on enrolling in a teacher certification education program in order to fill in the demands of a rapid increase of students. A quantitative study was conducted on a sample of 206 uncertified teachers’ at all three levels of education. Three personal factors, two task factors and two work environment factors were selected based on the literature and previous research as the independent variables to predict the dependent variable, intention to participate in certification education. Hierarchical regression was used to test study hypotheses. Findings revealed that the personal factor, appraisal of meaningfulness, task factor, pressure of work, and the work environment factor, management support, have a positive influence on teachers’ intention to participate in certification education. In addition, although not hypothesized, some demographic variables such as age, gender, tenure in current job position and highest educational qualification level, also presented influence on teachers’ intention to pursue certification education. These findings have important implications for the Belizean Ministry of Education on policies related to promoting teacher certification education.. Keywords: continuing professional development (CPD), teacher certification, teacher.. I.

(6) TABLE OF CONTENTS ABSTRACT…....…………………………………………………………………………... I TABLE OF CONTENTS……...………………………………………………………….... II LIST OF TABLES……..…………………………………………………………………... IV LIST OF FIGURES…………..……………………………………………………………. VI. CHAPTER I INTRODUCTION………………………………………………........1 Background of the Study…...…………………………………………………………. 1 Purpose of the Study…………………………………………………………………... 3 Research Questions……………………………………………………………………. 4 Significance of the Study……………………………………………………………… 4 Definition of Key Terms….……………………………...……………………………. 5. CHAPTER II LITERATURE REVIEW…………………………………………. 7 The Trend of Education in Belize……………………………………………………... 7 Continuing Professional Development………………………………………………... 8 Personal Factors………………………………………………………………………. 15 Task Factors………………….………………………………………………............... 18 Work Environment Factors……………………………………………………………. 21. CHAPTER III METHODOLOGY…………………………………………… 25 Research Framework………………………………………………………………….. 25 Research Hypotheses………………………………………………………………….. 26 Research Procedure…………………………………………………………………….27 Research Design………………………………………………………………………. 28 Sample....……………………………………………………………………………… 28 Data Collection………………………………………………………………………... 33 Measurement…………….……………………………………………………………. 34 Validity and Reliability……………………………………………………………….. 41. CHAPTER IV DATA ANAYLSES AND RESULTS.……..…………………. 47 T-test and ANOVA……………………………………………………………………. 47 Correlation Analysis…………………………………………………………………... 49 Hierarchical Regression Analysis………….…………………………………………. 49 Discussions……………………………………………………………………………. 53. CHAPTER V CONCLUSIONS AND SUGGESTIONS……………………… 57 Conclusions………….…………………………………………………………………57 II.

(7) Research Implications…………………………………………………………………. 58 Practical Implications…………………………………………………………………. 59 Limitations…………………………………………………………………………….. 60 Suggestion for Future Research……………………………………………………….. 61. REFERENCES…………………………………………………………………………. 63 APPENDIX A: RESEARCH QUESTIONNAIRE……………………………….. 71. III.

(8) LIST OF TABLES Table 2.1.. Factors Inhibiting Effective Professional Development…………………… 10. Table 3.1.. T-Test Results of Demographics for Early and Late Responses................... 29. Table 3.2.. Chi-Square Test Results of Demographics for Early and late Responses…. 29. Table 3.3.. Descriptive Statistics of the Sample....…………………………………….. 31. Table 3.4.. T-Test Results of Demographics for Online and Paper and Pencil Surveys. 33. Table 3.5.. Chi-Square Test Results of Demographics for Online and Paper and Pencil Surveys…………………………………………………………………….. 33. Table 3.6.. Scale for Participation in Teacher Certification…………………………….35. Table 3.7.. Scale for Appraisal of Meaningfulness…………………………………….. 35. Table 3.8.. Scale for Family/Work Conflict…………………………………………….36. Table 3.9.. Scale for Financial Constraint……………………………………………… 37. Table 3.10.. Scale for Pressure of Work………………………………………………… 38. Table 3.11.. Scale for Emotional Demands……………………………………………... 38. Table 3.12.. Scale for Management Support……………………………………………. 39. Table 3.13.. Scale for Collegial Support………………………………… ……………... 40. Table 3.14.. Final Exploratory Factor Analysis Results………………………………… 43. Table 3.15.. Reliability Results for All Variables……………………………................. 46. Table 4.1.. T-Test Results of Demographics’ Effects on PTCE...…………………….. 47. Table 4.2.. One-way ANOVA Test Results for Demographics’ Effects on PTCE……. 47. Table 4.3.. Post Hoc Results of Scheffe’s Multiple Comparison for Highest Educational Qualification Level on PTCE……………………………………………… 48. Table 4.4.. Correlation Analysis Results………………………………………………. 51. IV.

(9) Table 4.5.. Summary of Hierarchical Regression Analysis for the Variables Predicting PTCE…………………………………………………………….................. 52. Table 4.6.. Overview of Hypotheses Testing………………………………………….. 52. V.

(10) LIST OF FIGURES Figure 2.1.. Formal modes of learning……....………………………………………….. 8. Figure 2.2.. Informal structured ‘development’ modes of learning…………………….. 8. Figure 2.3.. Reasons for not taking professional development…………………………. 9. Figure 2.4.. Research model of professional learning activity………………………….. 14. Figure 3.1.. Research framework ………………………………………………………. 26. Figure 3.2.. Research procedure………………………………………………………… 27. VI.

(11) CHAPTER I. INTRODUCTION. This chapter offers an insight of the research groundwork which includes five sections. The first section, background of the study which pretends to give the reader an idea of the context of the study, section two states the purpose of developing the study, section three states the questions guiding the research, section four states the significance of the investigation and section five states key terms and definitions used in the investigation. All of these are to provide a comprehensive focal point of the entire research. Furthermore, to investigate and find responses to many factors that may be affecting an essential issue presently, within the education spectrum in Belize; a small country in Central America. For many decades, the Ministry of Education (MoE), the government and policy makers have been struggling in reaching the objectives of mastering an education system with trained and qualified teachers. Due to the demand of our primary school students and the small population density, the goal of hiring fully trained and qualified teachers has been a challenge. Through the course of time, it has been a practice to have teachers entering the profession with minimum training and qualification because of the lack of Institutions offering certified teachers education. This issue needs to be addressed and researched for the possible factors that have been influencing the population of teachers that has lead them over the years, not to aspire to continue furthering their pedagogical education and professional development. Seeking answers to this issue will further assist the respective authorities on focusing their strategies and plans; to target appropriately the possible solutions to address the needs and viewpoints of the teachers in order to achieve, the ideal attitude of commitment and to fill the dire need of furthering their education not only in content knowledge but pedagogical and at the same time continuing professional development (CPD).. Background of the Study Continuing professional development (CPD) is an important part of a teacher’s professional life. At various stages of their career, teachers undergo continuous learning to enhance their knowledge, skills and abilities and develop positive values for the benefits of students.. 1.

(12) According to Day (1999): CPD is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purpose of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, planning and practice with children, young people and colleagues throughout each phase of their teaching lives. (p.4). Therefore, it is assumed that practical formal CPD in the form of being enrolled at an institution will be more helpful on enhancing learning, whereas teachers through the interaction with their colleagues, and instructors will obtain more knowledge and skills. Therefore, an effective implementation of new and diverse ideas and strategies of this changing environment needs to be addressed for the improvement of their professional career. Continuing professional development is classified in two ways; as formal and informal. This study will focus on a special case of CPD in Belize since in my country; CPD is mainly considered and practiced in the formal way such as workshops and seminars of subject matters that need to be addressed after a review of the outcomes of the previous school years’ syllabus. Therefore, this study intends to research on factors that may be influencing teachers’ participation in a teacher certification education program, which is a formal CPD but not commonly considered as such since workshop and seminars are of a short term equivalence mostly used compared to a course based CPD that is of a long term equivalence which is available at an institution such as Sixth Form (Associate’s Degree in Primary Education) -which is an educational institution in Belize, being a hallmark of the British colonization, where students aged 16 to 19 typically study for advanced school-level qualifications- or through a University level (Bachelor’s in Primary Education). According to the Education Statistics at a glance (2011-2012) more than 44% from a total of 3,299 primary school teachers, 71% from a total of 1,420 secondary teachers are untrained and uncertified and are within the workforce. At tertiary level there exists no statistics. Teaching has been seen as one of the most prominent and life-long professional careers needed in the world. It is an imperative factor in the economic, social, financial and human development of any particular country. Throughout the world, governments, (MoE), Non-Governmental Organizations (NGO), the International Monetary Fund (IMF), UNESCO and Teacher Unions are working diligently on achieving better solutions to the challenges of the educational system. As it is understood, teachers are the locomotives that moves and influences the intelligence and growth of young children. They are an important factor in the foundation of 2.

(13) an entire generation of minds within a society. People in all works of life, be it formal or informal employment, had a teacher as an instructor in their childhood, for example presidents and leaders of all countries, doctors, bus drivers, managers, professors, scientists, lawyers, carpenters, mechanics, just to name a few. This acknowledges the role teachers play in the development of a flourishing and literate nation. Nonetheless, more emphasis is required on behalf of the educational system- policy makers, principals, teacher educators, governments and the MoE in regards to channel; suitable objectives, strategies, and planning in motivating and encouraging teachers as they are actualizing themselves in a certification education program. They all are key actors in maintaining and improving the quality of teachers through proper formal CPD especially, encouraging their teachers to enroll in primary education certification or further level (university). The transferring of knowledge and values to children are main contributors of a good education, vital for preparing them to endure their education and moreover for a future professional work life. However, copious outcomes are expected from the teachers and active participation in their certification education in order to have improved attitude, knowledge and skills to become efficient educators and instructors in the classrooms and in students’ lives. Unfortunately, it appears that teachers are not given their deserved status and recognition within societies; such can be the case according to Osunde and Izevbigie (2006), in an empirical study held in Midwestern Nigeria about teachers' attitude towards teaching profession. Results of the empirical study demonstrated that teachers are looked down and not being paid in time as other professional workers and this causes them to become demoralized, resulting in low self-esteem and low recognition of their teaching status. Due to this situation, this may affect their motivation in furthering their education. Assumingly, many personal, contextual and work related predictors may be the cause of such unfutile efforts for example, teachers are not satisfied with their jobs because of family commitment; pressure of work, too many demands from the administration and the MoE in sustaining the goals of the school and Ministry’s programs; the support expected from management is not that alluring to have interest in upgrading oneself. These assuming predictors can be few causes of discouragements and demotivation of teachers to enroll in a teacher certification education program (TCEP).. Purpose of the Study The purpose of this study is to investigate if there are any significant relationship between personal factors (appraisal of meaningfulness, family/work conflict and financial 3.

(14) constraint), task factors (pressure of work and emotional demands), and work environment factors (management support and collegial support) in respect to teachers’ participation in Teacher Certification Education as a special case of CPD.. Research Questions Deriving from the research purposes, the following three questions were raised as the framework for this study: 1.. Is there any significant relationship between personal factors and teachers’ participation in certification education?. 2.. Is there any significant relationship between task factors and teachers’ participation in certification education?. 3.. Is there any significant relationship between work environment factors and teachers’ participation in certification education?. Significance of the Study This study is expected to help the government, MoE, policy makers, and principals to better understand the many factors such as personal, task, and work environment factor that maybe influencing teachers’ participation in a teacher certification education program. Furthermore, this study can be used in adding significantly to the availability of literature in Belize about teachers and formal CPD advancement. Consequently, this study will assist the competent authorities in making ad hoc decisions in the re-adjustments of the planning and strategies used more competently, on encouraging the teachers to build up their attitudes, knowledge and skills, through the delivery of adequate support and incentives to motivate teachers on their decision to participate in certification education. According to the Education Statistics at a glance (2011-2012), there are 68,534 students enrolled at primary school, 20,539 enrolled at secondary and no existing statistics at tertiary level. This number represents a greater challenge for the educational system high lightening more efforts and work to be expected from the MoE and school administration in order to address teachers view points and engagement in their certification education. This will enhance in teachers, the importance of actualizing their education to become better equipped to face new challenges of this demanding educational world.. 4.

(15) Definition of Key Terms Continuing Professional Development Continuing Professional Development is defined as educational activities, offered through formal, non-formal or informal frameworks, targeted at adults and aimed at advancing, or substituting for, initial education and training. The purpose may be to (a) complete a given level of formal education or professional qualification; (b) acquire knowledge and skills in a new field (not necessarily for a qualification); and/or (c) refresh or update knowledge and skills. (UNESCO, 2006a, p. 418).. Certified Teacher Certified Teacher is defined as a teacher who is qualified for either an advanced professional certificate, a regular or standard state certificate, or a probationary certificate (all requirements satisfied except for completion of a probationary period) in the field of their main teaching assignment. (Boe, Cook, & Bobbitt, 1998).. Continuing Education Continuing Education is a short-term programme of study in a specific area for professional or employment or job related skills and knowledge enhancement; it can be award-bearing or non-award bearing and vocational or non-vocational (Belize Education and Training Act, 2010). Continuing (or further) education a general term referring to a wide range of educational activities designed to meet the basic learning needs of adults. (UNESCO, 2006a, p. 418).. Principal Principal means, in relation to any school, the teacher in charge of providing educational leadership, including managing the day to day affairs of the school, to assure and improve the quality of education provided. (Belize Education and Training Act, 2010, p.127).. Teacher Teacher means a person employed for the purpose of instructing students. (Belize Education and Training Act, 2010, p.129).. 5.

(16) Teacher Certification Education Teacher certification education is concisely defined as that component of the education system which encompasses all activities that relate to and support the professional development and growth of teachers throughout their careers. (Mark, Joseph, & Remy, 2005).. Trained Teacher Trained Teacher is a teacher who has received the minimum training (pre-service or in-service) normally required for teaching at the relevant level in a given country. (UNESCO, 2006a, p. 423).. 6.

(17) CHAPTER II. LITERATURE REVIEW. This chapter provides a review of the previous literature relevant to this research. Firstly the trend of education in Belize will be observed. This tends to seek the possible factors influencing teachers’ participation in TCE. The trend of education in Belize is introduced; followed by the definition of CPD; followed by three main topics personal factors, task factors, and work environment factors. Each of these factors mentioned are conceptualized and empirically reviewed.. The Trend of Education in Belize Belize’s education system has been evolving gradually on achieving quality and competent education to all children between the ages of five to fourteen years of age since the early 1960’s. In 1965, the Belize Teachers College (BTC) was established. Since then, according to Bennett (2008) cited from Samuels (2011) “the development of teacher education in Belize has been an undulating ride; from exhilaration, to crisis, to reform” (p.1). Prior to 2004, primarily teachers who were already employed, who had some years of teaching experience were admitted to the teachers’ college, the only access to teacher’s certified education which was available exclusively at the Belize Teachers’ College (BTC). In 2005, the Government of Belize, through the Teacher Education Development Services (TEDS) of the MoE, extended the training of primary level teachers to four junior colleges or Sixth Forms throughout the country: Stann Creek Ecumenical Junior College, Sacred Heart Junior College, Corozal Junior College, and St. John’s College Junior College, Education statistics at a glance (2011-12). Presently, formal CPD in form of seminars and workshops has been offered to primary school teachers every summer in the first two weeks of August, fulfilling 120 credit hours within a time span of five years at the initiation of their teaching career as a requirement to remain with a full teacher’s licence. According to the Minister of Education in Belize, Hon. Patrick Faber, the performance level of the Belizean children is below expectation whereas there is an extreme shortage of trained and qualified teachers at all a level of the educational system. The Minister further stated that the “Rising costs and inadequate planning and management remain significant challenges. These very same issues were lamented more than twenty years ago in 1990 by a former Minister of Education” (Education Sector Strategy 2011–2016, p.3). From this statement by the Minister, the situation has not changed over a period of more than twenty years and this leads to the question of why little has been accomplished. 7.

(18) Every year, the MoE has been investing on high percentages of their financial budget in the development and achievement of improved results, in respect to teachers, salary, allowances, school management funding and other formal CPD rather than finding reasons why formal CPD in the case of teacher certification education is less attractive and feasible among the uncertified teachers. Therefore, this research attempts to find out the main factors influencing teachers’ decision on their participation in formal CPD in Belize.. Continuing Professional Development (CPD) According to Kennie and Enemark (1998), "CPD is...the systematic maintenance, improvement and broadening of knowledge and the development of personal qualities necessary for the education of professional and technical duties throughout the practitioner's working life" (p. 114) whereas, it can be classified into two different modes which are formal and informal as shown below in Figure 2.1 and Figure 2.2.. Figure 2.1. Formal modes of learning. Adopted from “the growing importance of cpd,” by Kennie, T. J. M. & Enemark, S. (1998). Continuing Professional Development Journal, 1(4), 114.. Figure 2.2. Informal structured 'development' modes of learning. Adopted from “the growing importance of cpd,” by Kennie, T. J. M. & Enemark, S. (1998). Continuing Professional Development Journal, 1(4), 114. 8.

(19) According to Earley (2010), CPD involves all formal and informal learning that allows persons to improve themselves by practicing through a reflective action designed to improve their attributes, knowledge, and skills. Whilst keeping the improvement in the growth of knowledge and skills in subject areas of teaching so that it has a positive effect on students. Through a study being held by OECD (2009) at various OECD countries on Creative and effective teaching learning environments shown in Figure 2.3 applied to lower secondary school teachers, it was highlighted by the study that both formal and informal CPD is essential for teachers where, study shows that Bulgaria has 50% of their teachers participating on “qualification programs” (p.58) becoming time-intensive and self-financed making the CPD more significant rather than to participate if it is less costly to free.. Figure 2.3. Reasons for not taking professional development (2007-2008). Adopted from “Creating effective teaching and learning environments: First result from TALIS” by Organization for Economic Co-operation and Development (OECD) 2009. Copyright 2009 by the OECD. Hence, OECD (2009) broadly defines CPD as “activities that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.” (p.49). Within the teaching profession it is assumed that if a teacher enjoys his or her job the urge to better develop themselves will always be there. Based on a study carried on by Desjardins (2010), findings from a large-scale survey highlighted that situational and institutional barriers are consistently found to be of crucial importance when dealing with barriers that hindrance the participation of adults in adults’ education also defined as continuing professional development (CPD). These barriers are two 9.

(20) of the four barriers used to assess lifelong learning which are traditionally used by Cross (1981). According to Cross (1981), situational barriers are those that arise from life’s situation for example; lack of time, pressure of work, family responsibility, etc., and institutional barriers is referred to practices and procedures that hinder in participation such as fees, inconvenient schedules or locations, inappropriate courses of study, etc. (p.98). Likewise findings from a study held by Hustler, Olwen, and Janis (2003) on behalf of the Department for Education and Skills (DfES) by Manchester Metropolitan University (MMU) and Education Data Surveys; which took place between February and July 2002 applied to 2500 teachers in primary, secondary and special schools. Obtaining a high average of returned questionnaires and their profile closely matched that of the teaching force as a whole, highlights that workload or pressure of work was most likely to inhibit access to CPD. Through personal experience, teachers’ workload plays an important factor that contributes to discouragement to participate in CPD. Taking school work at home, along with day to day planning schemes, and creating visual learning materials, become too intense at a certain point in the life of a teacher. However, a study carried out by Wan and Lam (2010) highlights that over the years and in different countries, few studies have been conducted to examine factors affecting teacher’s participation in CPD activities. Likewise, another study by Lee (2002) identified a number of factors facilitating and inhibiting effective professional development in Taiwan. Among the factors inhibiting effective CPD as shown in Table 2.1 heavy workload was the most inhibiting factor affecting teachers’ CPD in school A, whilst time factor was the most inhibiting factor affecting teachers’ in school B. According to the literature, time and workload are associated factors leading to obstacles towards CPD (Day, Simmons, Stobart, Kingston & Gu, 2007). Table 2.1. Factors Inhibiting Effective Professional Development Case: School A No. of responses (%) 12 (32.4). Case: School B No. of responses (%) 13 (61.9). Total no. of responses (%) 25 (43.1). 2. Heavy workload. 13 (35.1). 3 (14.3). 16 (27.6). 3. Financial factor. 4 (10.8). 2 (9.5). 6 (10.3). 4. CPD provider. 3 (8.1). 1 (4.8). 4 (6.9). Factors 1. Time. (continued) 10.

(21) Table 2.1. (continued) Factors 5. School factor 6. Personal factor. Case: School A No. of responses (%) 2 (5.4). Case: School B No. of responses (%) 2 (9.5). Total no. of responses (%) 4 (6.9). 3 (8.1). 0 (0). 3 (5.2). Note. Adopted from “The effects of agency training for taiwanese child care director professional development,” by Lee, L. (2002). (Doctoral dissertation).. Kwakman (2003) published an empirical paper describing two studies comprising the element of teacher workplace learning. The first study aimed at developing a definition of teacher workplace and exploring factors affecting their learning at their workplace. The second study aimed at answering two initial questions which were answered in form of a survey: 1) To what extent do teachers participate in professional learning activities? and 2) What factors affect this participation? Through these studies the result showed various discrepancies between the theory and practical carried out in opportunities for professional learning activities of the teachers. These studies were conducted in the Netherlands at the brink of a large-scale educational reform whereas; major changes were going to be applied to the secondary school curriculum. The background of the curriculum renewal is much seen as a need in a modernized society where people are ready for life-long learning and ready to learn. In the literature two theoretical perspectives are prevalent that helps to understand the different approaches of teacher learning: the cognitive psychological perspective and the professional development perspective. Due to these two perspectives, teachers view new ways of learning by practicing new ways of teaching. If it is assumed that teachers learn the same way as students, then teachers need to construct their own knowledge and direct their learning. Both perspectives value the strength of the workplace as demonstrated by the expression that schools have to develop into places for teachers to learn (Hargreaves, 1994). Nevertheless, this falls short since schools do not offer learning opportunities as expected. Theorists who have considered cognition as established assume that learning and knowing are integrally and inherently found in everyday life of human activity. Kwakman (2003) used three learning principles based on the idea of learning as participation in daily working activities. These principles are firstly, learning as in the process of participation; 11.

(22) secondly, recognition that learning is not only individual but also social in nature (Jarvis, 1997); and thirdly, that it is attached to teacher learning since it is regarded necessary for teachers to develop professionally. The conclusion of these principles is that the combination of the first two helps to define learning at the workplace whilst being conceptualized as participative at individual and collaborative level. The second part of Kwakman’s study explored factors inhibiting teachers’ workplace learning in order to construct an empirical model for teacher learning. Since it is not clear on what factors could be inhibiting and influencing teachers’ participation in learning activities. She began with a basic model about learning at the workplace with the sole assumption that learning is influenced by personal and by contextual factors (Clardy, 2000). In order to refined the factors she researched for theories that fit the conceptualization that teachers learn as they participate in professional learning activities. Therefore, the usage of adult learning theory and social psychological theory of work were used for the purpose of this paper. Both theories helped to detect relevant factors. Five subcategories were detected as personal factors and regarding the contextual factors, apparently it had to be split into two different categories: task factors with five subcategories and work environment factors with three subcategories. The first three personal factors were derived from the adult learning theory, according to Caffarella (1993) self-direct learning has been examined extensively with the intent to reveal learners characteristics of successful learners. According to Candy (1991) cited in Kwakman (2003), self-directed learning cannot be explained by a context-free personal characteristics such as self-directedness, as “people’s willingness to participate in self-directed learning activities is shaped … by their construction of the particular situation and circumstances” (p.156). Starting from a constructivist viewpoint of knowledge and learning, Candy argues that personal perceptive and attitude of individual learners are most important to cope with, but only if they are considered to be situation-specific and contextual. Hence, Kwakman (2003) decided to select three factors that capture Candy’s main idea of personal meaning and it’s interactivity with the environment: professional learning and appraisals of personal learning activities. The first factor professional attitudes represent the significance that is connected to the new professional role that instructors ought to satisfy now-a-days along with the obligations. The second and third; appraisal of feasibility and appraisal of meaningfulness concern appraisals that are crucial in the process of meaning-making as judgements mirror how personal and situational characteristics interact (Boekaerts, 1996). The fourth and fifth factors are from the work stress theory in which it is assumed that stress and learning are mutually related, whereas, stress affect participation in learning activities (Karasek and 12.

(23) Theorell, 1990) the fourth and fifth factor exhaustion and loss of personal accomplishment (Schaufeli, Daamen, & van Mierlo, 1994) appeared to be most reliable in the findings and therefore, they were included in the model. According to Kwakman (2003), from the model two different hypotheses can be deducted. Firstly, that work stress will occur when job demands are high whereas control is low and secondly, is that learning and growth will occur in situations where both job demands and control are high although little empirical evidence exist to confirm the hypothesis, it may be concluded that job demands and job control do play a role in explaining participation in professional learning activities (Kwakman, 2001). The second factor was broken into five task factors guided by the stress theory concerning the working conditions where it is emphasized that both job demands and job control are both multi-dimensional in nature and needs to be operationalized carefully. Firstly, pressure of work; secondly, emotional demands; thirdly, job variety; fourthly, autonomy; and fifth, participation. Finally Kwakman (2003) used three factors to address work environment whereas different types of support was added to this model. Firstly, management support; secondly, collegial support; and thirdly, intentional learning support. After an extent review of literature, the results highlighted 13 different factors: five personal factors, five task factors and three work environment factors, which do influence teachers learning at the workplace. The research model as shown in Figure 2.4 was constructed based on the outcome of the first study whereas, personal factors, task factors and work environment factors are independent variables and participation in professional learning activity is the dependent variable. This study adopted five variables from the study of Kwakman (2003), appraisal of meaningfulness, pressure of work, emotional demands, management support and collegial support. Also two new variables: family/work conflict and financial constraint were used after previous findings from a study by Yeh and Tun (2014) about factors influencing government primary school teachers’ participation in teacher certification in Belize.. 13.

(24) Personal Factors Professional attitudes Appraisal of feasibility Appraisal of meaningfulness Emotional exhaustion Loss of personal accomplishment Task Factors Pressure of work Emotional demands Job variety Autonomy Participation. Participation in professional learning activity. Work Environment Factors Management support Collegial support Intentional learning support. Figure 2.4. Research model of professional learning activities. Adopted from “Factors affecting teachers’ participation in professional learning activities,” by K. Kwakman 2003, Teaching and Teacher Education, 19 (2), p. 149–170. Copyright 2003 by Elsevier. Yeh and Tun (2014) conducted a qualitative study utilizing both the inductive and deductive approach. For the inductive approach, twelve people were interviewed: 3 experts, 3 principals, 3 certified, and 3 uncertified teachers. For the deductive approach, seven uncertified teachers were interviewed. The first approach was used to permit the research to begin with an area of study which would further allow the theory to emerge from the data (Strauss and Corbin, 1998 Cited from Thomas, 2006). The second approach utilized data analyses being selected to test whether the data were consistent with prior assumptions, theories or hypotheses developed by the researcher. Later on, the findings from the deductive approach confirmed the findings from the inductive approach. Findings from the inductive approach revealed 4 of the 5 variables examined in Kwakman’s (2003) framework and the outcome of 5 new variables: 3 in personal factors: lack of motivation, family/work conflict and financial Constraint; 1 in task factors: school resources and 1 in work environment factors: political intervention to be negatively influencing teachers’ participation. Findings from the deductive approach confirmed the findings from the inductive approach. Since in Kwakman’s (2003) framework there were many variables not suited for the sample being studied, the researcher opted to adopt five variables from her study and two of the new variables from the findings from Yeh and Tun’s (2014) study as mentioned. Following is a 14.

(25) complete review of the literature on the 7 variables used in the analysis and completion of this study.. Personal Factors Appraisal of Meaningfulness Adopted from (Kwakman, 2003), she defines appraisal of meaningfulness, “as meaning is situation–specific in nature, appraisals elicit the meaning teachers attach to different professional learning activities by making judgements about different features of each professional learning activity separately” (p.156). Therefore, based on this definition teachers tend to make judgmental decisions based on the situation they are actually involved in- at the time- that is, the extent of meaningfulness that participating in a teacher certification program will represent for them at the moment. This is in respect to the formal courses and education they will be pursuing at the institution. Will this be a plus for them when they conclude their studies and return to impart classes with a broader spectrum? If the present situation lends to the significance of their participation, bearing in mind, that the present situation in the education system in Belize for the teachers whom are not qualified is in a win or lose situation. This is because if the teachers find it meaningful to further his or her education; it will now depend on how much they appraise their profession. How much meaningfulness of furthering one’s education can make a difference for the actual teacher and their teaching profession. Many teachers countrywide are participating because of the governments’ policies enforced on them which state that, teachers need to be fully certified or involved in a certification education program in order to remain in the profession by the end of June 2014. Teachers need to be specific and sure to be doing what they believe is best, in order to find meaning to what they are accomplishing. Teachers hold as significant the aspect of the extent to which the activities in which they participate are being appraised as meaningful to meet their expectations and satisfaction. Formal courses on teacher certification mentioned before in the literature, have an impact and portrayal of the pedagogical content towards the teachers’ learning, attitude, and satisfaction. Also, Entwistle (1988), cited from Boekaerts (1996) made a distinction between three learning orientations, or styles, including a reproducing orientation (memorization), an achieving orientation (trying to acquire higher grades), and a meaning orientation (a search for personal understanding). As teachers tend to mature in their profession, the necessity for understanding their personal growth and finding the meaning of what they are doing as 15.

(26) life-long learners and practitioners is indispensable. Entwistle (1988) further added that, students with a meaning orientation are intrinsically motivated. Cited from Reynolds & Aletraris (2007), employees who find their work meaningful will both work many hours and prefer to work many hours considered a classical sociological treatment of work (Blauner, 1964). In reality some teachers are intrinsically motivated because of the love and passion of their profession, making teaching more interesting and meaningful rather than a burden. Appraisal of meaningfulness will cause teachers to spend more hours at work or become more interested in participating in TCE studies and to find the real meaning to their profession that has long been battered by the government and MoE on a whole. Therefore, the following hypothesis was established: Hypothesis 1: Appraisal of meaningfulness will have a positive influence in teachers’ participation in teacher certification education.. Family/Work Conflict Family is an integral part of our daily lives, a group of people living together functioning as a single household. As shown on Figure 2.3 based on the TALIS (2009) report, 30% of teachers from various OECD countries highlighted that family responsibilities have been a reason for them not to participate on a CPD program within their career. A review of literature of Work-Family Conflict (WFC) and Family-Work Conflict (FWC) has depicted that both domains affect each other at a certain time. Greenhaus and Beutell (1985) cited from Carlson, Kacmar, and Williams (2000) defines WFC as “a form of interrole conflict which the role pressures from the work and family domain are mutually incompatible in some respect” (p.77). It is assumed that a teacher encounter these types of interrole conflict to a certain degree and has not been taken into consideration on understanding the female teacher whom faces these challenges on a day to day basis. In general, women have more responsibilities at home and direct interaction with the family. Therefore, it is expected that conflict between work and family will be greater for female than male teachers; parental roles are stressful for the female spouse. Since it has been proven that most teachers are females, teachers will then avoid participating in TCE due to the family/work conflict pressures. Therefore, the following hypothesis was established: Hypothesis 2: Family/work conflict will negatively influence teachers’ participation in teacher certification education.. 16.

(27) Financial Constraint Towse, Kent, and Osaki, (2002) carried out a study in Tanzania, of “non-graduate teacher recruitment and retention: some factors affecting teacher effectiveness”, where the teachers response quotes were categorized as Diploma Male (DM) and Diploma Female (DF), highlighted that, “Trained teachers do not have a good economic position compared to other professionals” (DM) and also that the “Teachers are now demoralised by the government for not paying enough salary, thus teaching work is considered a pastime” (DF) (p.645). This make evident of the dissatisfaction teachers feel when they foresee that they are underpaid and not having the necessary funds to survive satisfactorily and likewise to uplift themselves in the form of participating on a TCE since it would tend to be none beneficial to them, salary wise. Through a qualitative study being done by the researcher, many uncertified and certified primary school teachers in the north of Belize highlighted that financial constraints has been one major factor affecting their certification education since the cost of living is too high and the grants and scholarships are limited. At the moment the cost of earning an Associate’s Degree in Primary Education for the entire two-year program at the four sixth form colleges -which is an educational institution in Belize, being a hallmark of the British colonization, where students aged 16 to 19 typically study for advanced school-level qualifications- across the country is approximately between $2,500 to $3,000 US dollars R. Vellos (Dean, Corozal Junior College, personal communication, October 29, 2013).. In Belize, political affiliation. is a prime factor of negative effects on teachers’ decision on participating in teacher certification because not all teachers are treated equally since some would receive the 80% or 100% of study leave pay normally granted by the government to teachers. Teachers are not being paid as other professionals causing for instance in the United States of America the establishment of a vast accountability engine in regards to teachers’ salaries resources and teachers development which statistics show has steadily dropped over the last 45 years. More monies have been spent on the regulation of teachers’ in administration and staff aimed programs to monitor teachers’ work rather than teachers’ salaries for their work. According to Webb (2002), since 1950, the nation has witnessed its professional staff classified as teachers decline from 70% to 52% in 1993. Webb (2002) further notes that in 1995, the United States had the lowest ratio of teachers to administrative staff (less than 0.75:1) compared to seven other countries in the world – Belgium (the highest ratio, 4:1), Japan, Italy, Australia, Finland, France and Denmark (OECD, 1995). However, Webb (2002) also highlights that other countries spend financial resources to ensure that teachers benefit 17.

(28) from substantial salaries and quality professional development. Cited from Block (2008), “the teaching profession remains under siege, and more and more teachers are leaving the profession after only a few years in the school setting; those who remain in the profession work harder but too often, with less reward” (p.416). Financial constraint by definition is the lack of monetary funding for teachers to pursue a TCEP. This may discourage teachers on a whole, due to the fact that salaries are not quite significant; moreover, grants and scholarships are limited. Therefore, the following hypothesis was established: Hypothesis 3: Financial constraint will negatively influence teachers’ participation in teacher certification education.. Task Factors Pressure of Work According to Kwakman (2003) pressure of work refers to qualitative demanding aspects such as the pace of work and workload. In this study pressure of work is been taken mainly in the aspect of teachers’ workload within their daily routine at school and how this situation can become a hindrance to teachers to participate in continuing their studies. Due to the fact that teachers have other activities to be accomplished on a daily basis at school and being occupied during the entire day; this may certainly cause teachers to decline on continuing or even acknowledging the possibility of studying. Vivekan Upadhyay a language professor at a leading University in India, cited from “Needs Improvement” (2013), commented that government teachers particularly in the rural of India are required to carry out a wide range of additional work not pertaining to the teaching profession, placing on them a high level of workload unnecessary that are not stipulated by the educational system. He further stated that, this causes a demotivation on teachers since the workload seems to be burdensome; added along to their teaching responsibilities, duties and time. Workload in the teaching profession can become counterproductive for any MoE worldwide. As an experienced teacher in Belize, dealing with reaching the governments’ deadline to new experiments within the system, allocating time to follow a curriculum that has minor changes according to the ministry, workshops and seminars, dealing with school management, parents, colleagues and policies, not excluding the most important factor: the students and all the work it entails (lesson plans, test, quizzes, counseling, evening classes, etc.). All of these aspects would seem to be not that tedious from the view point of an outer 18.

(29) person not involved in the teaching world. However, it is set as vital to meet the goals of the education system and to place the countries’ education level at a standard or rank within the criteria of UNESCO. However, a study from Liang, Yin, and Guan (1985) measuring teachers' workload highlighted that most teachers consider their teaching load as only part of the workload. Nonetheless, the different workloads existing in comparison to other schools, population, location, gender etc., they saw the dire need of developing a scale to properly measure the teachers ‘workload’ in order to further assist the education authorities to better understand and compensate a teacher as a professional, recognizing the many efforts they live on a daily basis. Pace of work, workload or work stress among teachers is a new phenomenon throughout the world of literature, which has been resounding for answers to the outgoing pressures teachers confront within their career and professional lives. A study carried out by Chan, Chen, and Chong (2010), based on primary and secondary school teachers in Hong Kong reported that several studies has been undertaken to examine the prevalence, level and major sources of work stress among school teachers, for example; in England, Malta, New South Wales, Pakistan, U.S., Welsh, West Indies, and Hong Kong. Findings revealed that from a random sample of 6000 teachers generated from the database of the Hong Kong Professional Teachers’ Union (HKPTU) members, reaching a return of 1,710 of the applied questionnaires; heavy workload and time pressure (95.1%), education reforms (86.8%), external school review (70.1%), pursuing further education (60.9%), and managing students' behaviour, and learning (57.6%) were the most frequently reported sources of work stress. At times teachers have to go an extra mile to finish their daily work in time and work extra time to reach their goals concerning the education of their students. After facing so much work at school the option of furthering their studies becomes somewhat questionable. Due to the fact that pressure of work can demoralize teachers from participating in a TCEP the following hypothesis was established: Hypothesis 4: Pressure of work will negatively influence teachers’ participation in teacher certification education.. Emotional Demands Emotional demands refers to the extent to which the job requires emotional investment Kwakman (2003). Cited from Morris and Feldman (1996) sociologists and psychologists nowadays express more interest in the topic of emotions and all it entails.. 19.

(30) Neville (2013) wrote: Theories of teaching and learning used to ignore the role of emotions in the classroom, assuming that they were a sort of waste product that got in the way of the brain’s more important functions like cognition, memory, decision-making and planning. (p.21-22). This notion has being taken into consideration within the teaching profession since teaching requires that teachers display most of the time, emotions that are not realistic due to the demand of this profession which expects teachers to be smiling, laughing, being positive and optimistic in order to have students, parents and principal satisfied. Also, Morris and Feldman (1996) commented that it can be seen in organizations; that whenever a worker involves their inner thoughts and display their emotions, this has attracted the attention of organizational scholars during the past years due to the positive correlation that emotions have between the student and teacher, and also between the employee and the organization. Also in order to demonstrate consistency with the goals of an organization or a school; employees or teachers are expected to express certain emotions and subdue others to clients, customers, students and co-workers as part of their job. In teaching, the teacher passes through a process that involves daily, the usage of intensive and extensive practice of emotional demands for example, smiling on the outside whilst feeling the opposite feeling in the inside. This is because of the complexity found in the classroom as challenges of dealing with students with different range of diverse motivations, personal background and different leaning capabilities. This can cause exhaustion to a teacher at the end of a working day. Through my experience, the sense of tiredness always becomes more noticeable at the end of the working day after the children leave the school compound. Cited from Flores and Day (2006), “too much investment of one’s emotional self may lead to personal vulnerability” (p.221), this may involve a feeling of incompetence because of not being able to engage every student into the mode of constant learning on a regular basis, and it might cause serious malfunctioning effects on the longer run. This may cause for example the lack of involvement with colleagues, in family activities, or association with friends and possibly, health problems. It may seem that teaching is a relaxing and enjoyable job but nonetheless, it entails more mental and emotional strains; I would say, compared to other professions. Emotional demands play an important role for teachers’ decision in avoiding participation in TCE. Therefore, the following hypothesis was established: Hypothesis 5: Emotional demands will negatively influence teachers’ participation in teacher certification education.. 20.

(31) Work Environment Factors Management Support Management support adopted from Kwakman (2003) highlights that she applied this support because there are specifically different types of supporting factors existing which she added based on the criticism of the Karasek model for neglecting such factors (Greenglass, Burke, & Konarski, 1997). Management support or principal support is the assistance being received, emotionally, physically, psychologically, etc., from an upper authority to their subordinates, or in the case of the primary school from principal to teachers. In spite of the numerous studies of stress along with studies of school improvement, it has been highlighted that they are related to the support of stress and learning, indicating that support may bear relevance with regard to teacher participation in professional learning activities (Greenglass et al., 1997). In other words, school has to provide an environment by which the involvement of new learning activities will generally be accepted, and therefore learning becomes intentionally stimulated. Finding from a study conducted by Littrell, Billingsley, and Cross (1994) demonstrated that principal support is important to teachers' well-being. They found that principals who are emotionally supportive and also provides their teachers with informational support are more likely to be more satisfied with their staff outcome. In most instances, teachers would get firsthand information from their principals, a supportive principal will create an ambiance of belonging, causing teachers to become more involved in school activities and also possibly further their education. Research reveals that job satisfaction is also associated with support behaviors, such as consideration (Blase, Dedrick, & Strathe, 1986) professional growth (Conley, Bacharach, & Bauer, 1989). Being satisfied at one’s work place permits that the emotional state of a teacher become more susceptible to changes and communication causing fewer health problems and promoting encouragement towards continuing learning. Moreover, one possible role of the principal is to persistently encourage teachers to upgrade and further their education. This is simply because we living in a changing world where new demands emerge and we teachers need to become more competent and effective in the education market. Likewise, the sense of being taken into consideration by ones’ superior is essential for teachers to get the extra boost to participate in a learning activity. Other situational factors have to be considered for a school environment to become appeasing and favorable for working. Stockard and Lehman (2004) in their study stated, that principal support has an impact on the ways that educators perceive their feelings in relation 21.

(32) to how they operate within their working environment. This is part of the teachers’ emotional and psychological aspect that needs to be satisfied for the well-being of the staff in general and when communicating at work. Once teachers perceive that their principal is being supportive of their work by being flexible with their time, workload and offering them incites of the importance on furthering studies that would be beneficial to them; teachers would find themselves in a state of belonging and would consider continuing their studies. Furthermore, teachers whom have characterized his or her principal as been supportive, find their work more gratifying. This will permit teachers to interact more freely and also to encourage constructive feedbacks pertaining to everyone at school, in order to maintain an effective and also motivated work place. In the event that teachers do not sustain a positive communication with their principal as well as teachers not perceiving their principal to be supportive; could lead them to feel disappointed and insignificant causing an ordeal by creating an environment of unfriendliness and helplessness. Furthermore, Stockard and Lehman (2004) stated, “that school management policies have influence on teachers’ satisfaction especially if a teacher is employed in a school setting where they have great influence over school policy, greater control over their own classroom, if they have more effective administrators or principals” (p.745). Many a times through life experience, teachers have little contact with principals in the role of generating school policies or curriculum but in many instances have a better reachability to voice opinions, share information and recommendations at weekly meetings proposed by management. Based on a theoretical assumption which was also confirmed by an empirical finding suggests that, usually a supportive work place where a teacher for example, may be constructive and clear to express and communicate to his or her administration about how they may be feeling may assist in the diminishing of strains and stress within their profession and become a healthy practice for themselves. It has been highlighted by research that defining principal support is not an easy task due to the fact that support is really a multidimensional notion that features a wide variety of conducts. The existence of management support will certainly assist teachers’ participation in TCE. Therefore, the following hypothesis was established: Hypothesis 6: Management support will have a positive influence in teachers’ participation in teacher certification education.. 22.

(33) Collegial Support According to Shah (2011), “collegiality refers to the cooperative relationships among colleagues; however, its exact meaning remains conceptually vague in the literature” (p.2). This seems to fit in the ideal world where school teachers would be true colleagues working together. However, collegial support entails more than what literature assumes. Smyth (1991) asserted that collegiality is ‘not simply a matter of teachers conferring with one another’ (p.325); it is ‘much more than a desirable teacher-to-teacher relationship’ (p.327). Johnson (1990) through the teachers’ perspective in her study, ranged collegiality from friendly staff relations to closely related co-teaching (p.156). Teachers look at their colleagues to seek personal support; social interaction, psychological support; if situation arises for example, when work-family conflict or family-work conflict interferes with their emotional state, and instructional support; seeking for the need of pedagogical support and other organizational needs in coordinating students learning. From this point of view, the satisfaction and the sense of support a teacher may receive from his or her principal or colleagues is vital for any outgoing school environment and school improvement especially, in the sense of having a teacher having the drive to uplift him or herself within the education field. If a teacher does not perceive that his or her work is being valued and literally supported by the school management, dissolution will kick in and slackness to do what is best for the students will outbreak. Due to this situation, teachers will find it awkward to participate in any formal courses to continue their development because of lack of support, support which any teacher is expecting from their school management. Despite the case that, collegiality among teachers and between teachers and administrators is recognized by many as an important source of professional growth. The school, according to Eisner (1983) cited in Zahorik (1987) "needs to become a professional community with space enough for teachers to grow as professionals; they have much to offer each other, but these contributions are not easily made when teachers are isolated" (p.12). Teachers need to interact with each other, only through that interaction teachers will become supportive and create a notion of trust, for the sake of the students and themselves. It is healthy for any school environment to culture collegiality among the principal and staff. Teacher left in isolation will feel out of place or discouraged and will eventually decide to leave the work because of not having the support expected. However, many teachers do interact with others but most of the times prefer to remain in their classrooms where they believe they can get more of the day rather than just interacting with 23.

(34) their colleagues. This is seen as not a good practice to culture collegiality but due to workload, planning and dealing with student problems; teachers’ vet for that action since school seems to them as, “never ending.” Even though, it has been highlighted that formal programs of teacher improvement is that which incorporate teacher collegiality which consists of peer intervisitation, peer consultation, peer evaluation and peer feedback. Having these formal programs will enhance positiveness, trust and confidence amongst them. Alfonso and Goldsberry (1982) stated that, "by developing collaborative networks among teachers and providing structured opportunities for peer review, schools can enrich the organizational climate while providing classroom teachers a potentially powerful vehicle for instructional improvement" (p.99). Although collegiality among teachers seems to have widespread support, it has not been extensively researched. Collegiality is an important factor for teachers at work, this is why this study intends to seek answers on the effect teachers collegiality might have towards their participation on TCE. Therefore, the following hypothesis was established: Hypothesis 7: Collegial support will have a positive influence in teachers’ participation in teacher certification education.. 24.

(35) CHAPTER III. METHODOLOGY. This study used a quantitative approach as a means to measure the effect of independent variables towards dependent variables. This chapter focuses on the research methodology which includes eight sections: research framework, research hypotheses, research procedure, research design and sample, data collection, measurement, and validity and reliability.. Research Framework This research adopted some of the variables from the empirical study conducted by Kwakman (2003) on factors affecting teachers’ participation in professional learning activities. These factors were shown in the qualitative findings of Yeh and Tun (2014) to be more significant to the teachers in Belize. This empirical study further researched with a different population, objective and geographic location from Kwakman (2003). This new adaptation focused on finding responses of possible factors that may be influencing teachers’ decision on their participation in a teacher certification education in Belize. For the purpose of this research one of the five variables of the personal factors from Kwakman (2003) adopted (appraisal of meaningfulness) and also two new variables found to be negatively influencing teachers participation in a previous qualitative study done by Yeh and Tun (2014) about factors influencing government primary school teachers’(family/work conflict and financial constraint), in addition to two of the five task factors (pressure of work and emotional demands) and two of the work environment factors (management support and collegial support). Teachers’ daily livelihood at school are bounded with various tasks needed to be performed at a given standard or level. The way a teacher perform these tasks highlights their effectiveness both at home and at school. Work environment factors can be seen in any location where people interchange their labor for monies, notwithstanding the challenges and unconformity that may arise due to the lack of support. Therefore, Figure 3.1 will serve as the research framework for this study.. 25.

(36) Personal Factors Appraisal of meaningfulness. H1. Family/work conflict. H2 H3. Financial constraint Task Factors H4. Pressure of work. H5 Emotional demands. +. --. Participation in Teacher Certification Education. H6 +. Work Environment Factors Management support. H7. +. Collegial support Figure 3.1. Research framework.. Research Hypotheses Based on research questions, literature review, and research framework, the following hypotheses were formulated: H1: Appraisal of meaningfulness will have a positive influence in teachers’ participation in teacher certification education. H2: Family/work conflict will negatively influence teachers’ participation in teacher certification education. H3: Financial constraint will negatively influence teachers’ participation in teacher certification education. H4: Pressure of work will negatively influence teachers’ participation in teacher certification education. H5: Emotional demands will negatively influence teachers’ participation in teacher certification education. H6: Management support will have a positive influence in teachers’ participation in teacher certification education. H7: Collegial support will have a positive influence in teachers’ participation in teacher certification education. 26.