EFFICACY OF TEACHERS WITH OVERLOADED CLASS

IN SENIOR HIGH SCHOOL

A Thesis Proposal
Presented to the Faculty of
Graduate Education Department
ST. CATHERINE’S COLLEGE, INC.
Carcar City, Cebu

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF EDUCATION

SANIE MAE PAQUIBOT

September 2023

THE PROBLEM
Statement of the Problem
This study will investigate the efficacy of teachers with

overloaded class in Senior High School in one of the public schools in

Cebu Province Division for school year 2023-2024 as basis for an

intervention program.

Specifically, this study seeks to answer the following sub-

problems:

1. What is the level of efficacy of teacher respondents with

overloads in terms of:

1.1 mastery experience

1.2 vicarious experience

1.3 social persuasion

1.4 physiological/emotional states

2. What will be the support of Department of Education for

teachers with overloaded classes?

3. Is there a significant relationship between teacher’s efficacy

and overloaded class?

4. Based on the result, what intervention program will support

the efficacy of teachers can be given by the Department of

Education?
Hypothesis

The null hypothesis was analyzed and tested with 0.05 level of

significance.

Ho: There is no significance relationship between teacher’s

efficacy and overloaded classes.

Significance of the Study

This study is to ensure quality education of the students is met,

gradually improve the distribution of the tasks and subjects to teachers

in order to upstream the trend of their efficacy and eradicate the

overloaded things-to-do in school. Furthermore, the study will benefit

the following:

Teachers. This will create solutions to the affected teachers in

which the efficacy will be a lot more than what is on an overloaded

class.

Future Teachers. Future teachers will benefit from this study

because they will not then be overloaded with much things-to-do as it

is brought to attention that the efficacy is lessen due to overloaded

classes from the previous school year, specifically this school year

2023-2024.
 Students. As teachers' efficacy will increase, students' learnings

will then also be concluded good quality. This should be focused as

Senior High School is one of the key foundations for the preparation of

their college years.

Future Researchers. The future researchers can benefit with

the study because they can get more ideas as to why the efficacy of

affected teachers are lessen and quality education is not given to

students during the time.

Research Design

In the conduct of this study, the researcher will utilize a

Qualitative descriptive research design. (Creswell, 2014) explains

“Research design are the specific procedure involved in the research

process: data collection, data analysis, and report writing”. In addition,

this method will describe the level of efficacy of teachers with

overloaded classes in Senior High School. The researcher will use

questionnaires in conducting the research to attain its goals.

 CHAPTER 1

THE PROBLEM AND IT’S SCOPE

INTRODUCTION

Rationale

The sense of self-efficacy has been widely studied in the field of

education as it has been recognized as an important factor that

influences student achievement and behavior (Skaalvik & Skaalvik,

2007; Tschannen Moran & Woolfolk Hoy, 2001). Moreover, self-efficacy

has also been related to teachers’ job satisfaction (Brown et al., 1996:

Conolly and Visweran, 2000: Judge et al., 2002).

According to a study by Ingersoll and Strong (2011), over 50% of

teachers who leave the profession do so because of job dissatisfaction,

which is primarily caused by a heavy workload. In a survey conducted

by the American Federation of Teachers (2015), 61% of teachers

reported that their workload was unmanageable, and 58% stated that

they did not have enough time to plan their lessons adequately.

Therefore, workload is an important factor to consider in teachers’ life

satisfaction. The literature suggest that workload can have a negative

impact on job satisfaction and thus on teachers’ life satisfaction (Palos,

et al. 2022).

In Republic Act No. 4670, otherwise known as the “Magna Carta

for Public School Teachers,” provides that teaching hours for teachers

shall not be more than six hours. The Department of Education

(DepEd) issued Memorandum 291 s. 2008 allowing teachers to allot six

hours for actual classroom teaching per day while the remaining two

hours to be spent in teaching-related activities.

Public School Teachers are not exempt from the eight-hour

workday provided for in R.A. No. 1880, i.e., 8 hours a day, 5 days a

week OR a total of 40 hours a week work schedule (Cited from Section

1.a. of Civil Service Commission 080096 which was based from CSC

Resolution No. 94-5824 and CSC Resolution No. 91-1019).

Public school teachers shall render at most six (6) hours of

ACTUAL TEACHING a day, except when undertaking academic activities

that require presence outside the school premises, i.e., educational

trips (Cf Section 2(a) of DepEd Memorandum No. 291, s. 2008).

Thus, the researcher will conduct this study to investigate the

efficacy of teachers with overloaded class in Senior High School in one

of the public schools in Cebu Province Division for school year 2023-
2024. Furthermore, the result of this study will serve as basis for an

intervention program.

Theoretical Background

This study is anchored in two theories, namely: Self-efficacy

Theory by Albert Bandura and Cognitive Load Theory by John Sweller.

According to Bandura (1977, 1986, 1997), Self-efficacy refers

to an individual's belief in his or her capacity to execute behaviors

necessary to produce specific performance attainments. Self-efficacy

reflects confidence in the ability to exert control over one's own

motivation, behavior, and social environment . Bandura (1997) also said

that individuals form self-efficacy beliefs by interpreting information

regarding their own capabilities. This information stems from four

sources: mastery experiences, vicarious experiences, verbal

persuasion, and physiological and affective states. Mastery

experiences provide information about one's successes, but also

failures. Generally, successful experiences increase self-efficacy

beliefs, while experiences of failure lower them. Vicarious experiences

provide information about modeled attainments of others, which

influence one's self-efficacy beliefs by demonstrating and transferring

competencies (model learning) and by providing a point of reference

for social comparison. Verbal persuasion by “significant others”

(Bandura, 1997; p. 101) can convince people of their capabilities,

especially if this persuasion comes from a credible source.

Physiological and affective states provide information about

physiological and affective arousal during situations in which the

capability in the domain in question is demonstrated. In stressful

situations people tend to read this somatic information as an indicator

of dysfunction, thus impacting negatively on self-efficacy beliefs.

In addition, Encyclopedia of Human Behavior (Second

Edition), 2012, stated that Self-efficacy theory posits that individuals

develop positive performance expectations while working on simple

tasks and negative performance expectations while working on

complex tasks, and that the presence of others activates

corresponding positive or negative expectations regarding

performance evaluation.

Furthermore, Cognitive Load Theory (CLT) - coined in 1988 by

John Sweller, suggests that our working memory is only able to hold a

small amount of information at any one time and that instructional

methods should avoid overloading it in order to maximise

learning (Sweller, 1988).

In this study, the teachers with overloaded class in Senior High

School in one of the public schools in Cebu Province Division for school

year 2023-2024 are the respondents. Teachers with overloaded classes

will be focused on in order to upstream the trend of their efficacy.

 The researcher will conduct a one-on-one interview with

respondents regarding their efficacy of teaching with overloaded class

as public teachers. Paper and pens will be used for taking notes of their

answers, and cellphones will be used for shooting videos as the basis

for the intervention program.

The concepts presented herein serve as strong support to the

main problem. Based on the findings, an intervention program can be

designed.

Senior High School

Teachers
Self-efficacy Theory
(Public School)
Albert Bandura
 Mastery experience
(1977, 1986, 1997)
 Vicarious experience

 Social persuasion

 Physiological/

emotional states
 Cognitive Load

Theory (CLT)
One-on-one interview
John Sweller (1998)

(1998)

Intervention Program

Figure 1. Theoretical Framework of the Study