BEYOND EXPERIENCE: AN EXPLORATORY STUDY OF THE EVOLVING DIMENSION OF JOB EFFECTIVENESS AMONG VETERAN TEACHERS

ANINA SARIKA L. PAGUTARAN L. PAGUTARAN

Abstract


This study explores how experienced teachers navigate and enhance their professional effectiveness through evolving practices in multigrade classrooms. Using an exploratory sequential mixed-method design, qualitative data were collected from 17 veteran teachers via in-depth interviews and focus group discussions, followed by a quantitative survey of 200 respondents. Analysis of qualitative insights revealed fifteen themes reflecting key aspects of teaching effectiveness, including classroom management, reflective practice, collaboration, instructional innovation, and adaptation to student diversity. Exploratory factor analysis further distilled these into six core dimensions: Growth confidence over classroom management; Reflective Practice as a Driver for Improvement; Collaborative Learning; Adaptation to Student Needs; Evolving Instructional Strategies; and Passion and Commitment as Motivators. Reliability testing indicated strong internal consistency across dimensions (Cronbach’s alpha = 0.78–0.88). The study resulted in a 34-item scale that captures the dynamic and multifaceted nature of veteran teachers’ job effectiveness, providing a practical tool for professional evaluation, development planning, and educational research. These findings highlight that teaching effectiveness among experienced educators extends beyond years of service, reflecting continuous growth, adaptability, and dedication to student learning.

Keywords


Veteran Teachers, Job Effectiveness, Multigrade Teaching, Mixed-Method Research, Factor Analysis, Municipality of Magpet, Philippines

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i2.257

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