Public school teachers’ value-expectancy, subjective task value beliefs, and acquired competencies through graduate studies
Keywords:
value-expectancies, subjective task value beliefs, teacher competencies, graduate studiesAbstract
This quantitative research study employed a descriptive research design to investigate the relationship between teachers' value-expectancies, subjective task value beliefs, and the competencies they acquire through graduate studies. Teachers who were enrolled as graduate students in public schools within Occidental Mindoro province were taken as samples. Data collection involved the use of carefully validated survey instruments. The findings revealed that teachers expressed very high levels of value-expectancies related to their decision to pursue graduate studies, demonstrating a strong commitment to personal interests and confidence in achieving success. Similarly, teachers exhibited strong intrinsic motivation, belief in achievement, recognition of utility, and cost awareness concerning their academic pursuits, indicating a positive and motivated perspective. Moreover, teachers demonstrated perceived high competence in various professional factors, such as adaptability, self-confidence, communication skills, work ethic, supervision abilities, interpersonal skills, and organizational prowess, as a result of their graduate studies. Crucially, significant positive correlations emerged between both value-expectancies and subjective task value beliefs with the competencies acquired. These correlations suggest that teachers with higher value-expectancies and subjective task value beliefs are more likely to have developed a broader range of competencies through their graduate studies.
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Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request. The datasets generated and analyzed during the current study are not publicly available due to ethical restrictions, and participant confidentiality, but anonymized excerpts or aggregate data may be available from the corresponding author upon reasonable request.
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