Republic of the Philippines

Department of Education

Caraga XIII

Division of Agusan Del Sur

INFORMATIC COMPUTER INSTITUTE

OF AGUSAN DEL SUR, INC.

__________________________________________________________________________________

ATTITUDES OF 4th YEAR PRE-SERVICE TEACHERS TOWARDS

THE TEACHING PROFESSION

_____________________________________________

A Research Proposal presented to

The Faculty of Informatic Computer Institute of

Barangay 5, San Francisco, Agusan del Sur

 ____________________________________________________

Limpot, Jerome O.

Luardo, Eljoy P.

Marcial, Arlyn C.

Mejares, Melody C.

Napitan, Joecy A.

Oranza, Joannah Chris A.

May, 2021

1 THE PROBLEM AND ITS SETTING

1.1 Introduction

Tardiness and absenteeism are common issues faced by students in educational settings. These behaviors can have
detrimental effects on academic performance, leading to missed learning opportunities, decreased engagement,
and lower grades. Proposal defense is a critical milestone in a student's academic journey, where they present and
defend their research proposal to a panel of experts. Tardiness and absenteeism during this important event can
significantly impact the student's ability to showcase their work effectively and receive valuable feedback.

The impact of tardiness and absenteeism among students during proposal defense is a topic of interest due to its
potential implications on academic success. Understanding how these behaviors affect student performance
 during such crucial events can inform interventions and strategies to support students in overcoming these
challenges. By investigating the factors contributing to tardiness and absenteeism and their consequences, this
study aims to shed light on the importance of punctuality and attendance in academic settings.

1.2 Theoretical Framework

The theoretical framework for the study on the impact of tardiness and absenteeism among students at Informatic
Computer Institute during the school year 2023-2024 draws upon several key theoretical perspectives to guide the
research and analysis. One prominent theoretical lens is the Social Learning Theory proposed by Albert Bandura,
which emphasizes the role of observational learning and social influences in shaping behavior. According to this
theory, students may exhibit tardiness and absenteeism due to learned behaviors, environmental cues, and peer
influences within the academic setting.

Additionally, the Self-Determination Theory by Deci and Ryan provides insights into intrinsic and extrinsic
motivation factors that influence student attendance patterns. Students' autonomy, competence, and relatedness
needs play a crucial role in their engagement with academic activities and their willingness to attend classes
regularly. Understanding these motivational factors can help in designing interventions to address tardiness and
absenteeism effectively.

Furthermore, the Ecological Systems Theory by Urie Bronfenbrenner highlights the impact of various
environmental systems, such as the school, family, and community, on student behavior. This framework
underscores the importance of considering multiple levels of influence on student attendance behaviors and
recognizing the interconnectedness of these systems in shaping student outcomes.

By integrating these theoretical perspectives, the study aims to provide a comprehensive understanding of the
factors contributing to student tardiness and absenteeism at Informatic Computer Institute, offering a holistic
framework for analyzing and addressing attendance-related challenges within the educational context.

1.3 Conceptual framework

This study claimed that the variables such as gender, age, economic status and course can influence the attitudes
of the fourth-year pre-service teachers towards the teaching profession. The figure below shows the flow of the
variables of the study. The independent variable consists of demographic information of the pre-service teachers
such as gender, age, and course which may affect the pre-service-teachers’ attitude towards teaching profession.
The dependent variable is the attitudes toward teaching profession.
 To elucidate the dependent variable of the study, it has been stated that individuals' technical skills, talents, and
experience are all essential factors in achieving success; however, an individual's attitude is just as important as
all of these other characteristics. Our ability to execute can be aided or hindered by our attitude; a positive attitude
can significantly lead to performance and accomplishment, while a negative attitude can seriously impede our
ability to produce high-quality results (Hasonovic, 2016).

Schematic Diagram

Figure 1: Schematic diagram of the variables of the study

1.4 Statement of the Problem

Considering the context of Informatic Computer Institute, the statement of the problem for a research proposal on
the impact of tardiness and absenteeism among students at the institute could be framed as follows:

At Informatic Computer Institute, the persistent issues of student tardiness and absenteeism pose significant
challenges to the learning environment and academic progress. The prevalence of student tardiness and
absenteeism raises concerns about their adverse effects on academic performance, classroom dynamics, and
overall educational outcomes. Despite efforts to address these issues, there remains a gap in understanding the
root causes, patterns, and consequences of student tardiness and absenteeism specific to Informatic Computer
Institute. This study aims to investigate the impact of tardiness and absenteeism on student academic
achievement, engagement levels, and educational success within the institute. By exploring the factors
contributing to student tardiness and absenteeism at Informatic Computer Institute, this research seeks to identify
tailored solutions and strategies to improve student attendance, enhance learning experiences, and foster a
conducive educational environment for all stakeholders involved."

1.5 Research Hypothesis

 Ho1: There is no significant relationship between student tardiness and absenteeism at Informatic Computer
Institute and their academic performance during the specified school year.

1.6 Scope and delimitation

The scope of the research on the impact of tardiness and absenteeism among students at Informatic Computer
Institute during the school year 2023-2024 encompasses a comprehensive examination of undergraduate and
postgraduate students' attendance behaviors. Data collection will involve a multifaceted approach, including
surveys, attendance records, academic performance evaluations, and qualitative interviews to gain insights into
student perspectives on tardiness and absenteeism. The study will focus on analyzing the effects of tardiness and
absenteeism on student academic performance and outcomes throughout the academic year, aiming to establish
correlations between attendance patterns and academic achievement indicators at Informatic Computer Institute.

In contrast, the delimitations of the study set specific boundaries to ensure the research remains focused and
feasible within the given context. Geographically, the study is confined to Informatic Computer Institute in the
Philippines, targeting the student population within the institute. Temporally, the research will exclusively
concentrate on the school year 2023-2024, utilizing data collected during this academic period for analysis.
Resource limitations will be acknowledged, with the study conducted within the available resources of the
institute, such as student records, faculty cooperation, and research equipment. While the findings and
conclusions drawn from the study may offer valuable insights specific to Informatic Computer Institute, their
generalizability to other educational institutions may require further validation and comparative analysis to ensure
applicability across diverse academic settings.

1.7 Significance of the Study

The research on the impact of tardiness and absenteeism among students at Informatic Computer Institute during
the school year 2023-2024 holds significant importance for various stakeholders within the educational
community. The study's significance can be outlined as follows:

1. Educational Policy Development: The findings of the research will provide valuable insights into the factors
contributing to student tardiness and absenteeism, enabling educational policymakers to devise targeted
interventions and policies to improve student attendance rates and enhance academic performance.

2. Academic Institutions: Informatic Computer Institute and other educational institutions can benefit from the
study by implementing evidence-based strategies to address issues related to student attendance, thereby creating
a more conducive learning environment and promoting student success.

3. Student Well-being: Understanding the impact of tardiness and absenteeism on student academic outcomes
can help in identifying at-risk students and providing them with the necessary support and resources to overcome
attendance-related challenges and achieve their educational goals.
4. Educators and Administrators: The research outcomes will assist educators and administrators at Informatic
Computer Institute in developing proactive measures to reduce student tardiness and absenteeism, fostering a
culture of punctuality and regular attendance among students.

5. Research Contribution: The study contributes to the existing body of knowledge on student attendance
behaviors and their effects on academic performance, serving as a foundation for future research in the field of
educational psychology and student engagement.

6. Future resarearchers: The research on the impact of tardiness and absenteeism among students at Informatic
Computer Institute during the school year 2023-2024 holds significant implications for future researchers in the
field of education and student behavior. The findings of this study can serve as a foundational framework for
future researchers interested in exploring the relationship between student attendance patterns and academic
performance in diverse educational settings.

Overall, the significance of this study lies in its potential to drive positive changes in student attendance patterns,
academic outcomes, and institutional practices, ultimately leading to improved educational experiences and
outcomes for students at Informatic Computer Institute and beyond.

1.8 Definition of terms

1. Tardiness: Tardiness refers to the act of being late or delayed in arriving at a specified time or place. In the
context of this study, tardiness specifically relates to students arriving late to classes, lectures, or other academic
activities at Informatic Computer Institute during the school year 2023-2024.

2. Absenteeism: Absenteeism refers to the habitual absence or non-attendance of students from scheduled classes,
courses, or educational activities without valid reasons. In this study, absenteeism pertains to students' consistent
failure to attend classes or participate in academic engagements at Informatic Computer Institute throughout the
specified school year.

3. Academic Performance: Academic performance encompasses the outcomes and achievements of students in
their educational endeavors, including grades, test scores, class participation, and overall learning outcomes. It
reflects the level of mastery, understanding, and success demonstrated by students in their academic pursuits at
Informatic Computer Institute.

4. Educational Policy Development: Educational policy development involves the process of formulating,
implementing, and evaluating policies and strategies aimed at improving the quality, effectiveness, and equity of
education. In the context of this study, educational policy development may refer to the creation of guidelines and
interventions to address student tardiness and absenteeism at Informatic Computer Institute.

5. Student Engagement: Student engagement refers to the extent to which students are actively involved,
motivated, and committed to their learning experiences and academic activities. It encompasses behaviors,
attitudes, and interactions that contribute to student participation and investment in their educational journey at
Informatic Computer Institute.

6. Research Methodology: Research methodology refers to the systematic approach, techniques, and procedures
employed to conduct a research study, including data collection methods, sampling techniques, analysis
procedures, and ethical considerations. In this study, research methodology outlines the strategies and processes
used to investigate the impact of tardiness and absenteeism among students at Informatic Computer Institute.
 2 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter primarily presents the various researches and literatures from both foreign and local sources. This
also contains the synthesis of the related studies discussed.

2.1 Foreign literature

Teaching profession is the most resilient profession in the world, and history has shown that teachers have held
positions of great honor and influence in their communities (Usman, et.al 2015; Odike and Nnaekwe, 2018).
Verma (2020) stated that the first thing you should understand about teaching as a career is that it is all about
inspiring and motivating students to reach and exceed their full potential. According to the Global Teacher Status
index 2018, China, Malaysia, Taiwan, Russia, Indonesia, South Korea, Turkey, India, New Zealand, and
Singapore are the top ten countries in terms of teacher respect, in that order (Delgado 2019).
Teachers have the ability to shape future leaders in the best way possible for society in order to build positive and
inspired future generations and thus design society on a local and global scale (University of the People, 2021).
Teachers, in fact, have the most important job in the world, and the weights of the roles played by teachers are the
things pre-service teachers should prepare for. Teacher education is the training provided to prospective teachers
in order to provide them with the knowledge, skills, and attitudes necessary to perform their duties effectively in
the classroom, school, and community (Limboro and Kaugi, 2020).

Frank Freedman said, an attitude is a dispositional willingness to act in a sensible manner to certain institutions,
people, or objects that has been learnt and has become one's regular pattern of response. These are the primary
influencers of the people's perception toward and behavior in relation to all aspects of their social environment.
Additionally, attitudes refer to an individual's general propensity to react positively or negatively to an entity,
person, or group of people, institutions, or events (Morris and Maistro, 2005; Elina, 2016, Odike & Nnaekwe,
2018). Attitudes considerably affects one‘s behaviour, individuals’ attitudes may be positive or negative and that
they are acquired from the environment through life experiences (Lakshmi & Ashok, 2017).

Furthermore, a teacher's attitude will determine whether or not he will succeed in his profession. Farruk and
Shakoor (2018) mentioned that psychologists and educators highlight that a positive or favorable attitude toward
any profession facilitates and improves performance, whereas a negative attitude creates a barrier. In addition,
Harry Cutty in Calaby (2020) stated that the teacher’s role is to shape the life chances of youths by transmitting
knowledge. Teachers inspire, motivate, encourage and educate learners. If a teacher’s attitudes are negative, then,
he will not be able to carry out successfully his profession.

Gowder (2016) indicated that teachers' behavior has a significant impact on students' improvement. Teachers
should be courteous, educated, and morally upright in order to create a favorable or pleasant environment for
students during the teaching and learning process. Students will have opportunities for interactions or academic-
related conversations if the teachers are kind and approachable. Students' interactions are also influenced by
teachers' attitudes; a negative teaching attitude will harm the students' psychological health. Students may develop
disorders such as shyness and anxiety as a result of their teachers' negative behavior (Sava 2001; Gowder, 2016).
Positive attitude towards teaching profession always has the high influence on student education. Researchers
support that the teachers who create positive relationships with individual students, including challenging
learners, have superior academic performance and success (Gowder, 2016). Furthermore, according to related
studies, teachers' attitudes are also important in terms of their dedication to the teaching profession, professional
development as teachers, and the efficacy of teacher-student interactions.

In his study conducted in Qatar, Alkhateeb (2013) discovered that the majority of students enrolled in the College
of Education program have a fairly positive attitude. More than half of the samples had higher academic
performance, indicating that their attitude had influenced their undergraduate achievement.

Therefore, there must be an urgent need to modify, enhance or develop the pre-service teachers’ education
program and training in developing a positive attitude towards teaching profession in order to provide greater
professionalism, positivity and commitment in ensuring the quality education of the students.

2.1.2 Local literature

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards
describe the expectations of teachers’ increasing levels of knowledge, practice and professional engagement. The
breadth of 7 domains requires teachers to be effective in the 21st century Philippines, it is stated in the 7th domain
that quality teachers in the Philippines should value personal growth and professional development and exhibit
high professional regard for the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. They should value personal and professional reflection and learning to
improve their practice and that they should assume responsibility for personal growth and professional
development for lifelong learning (Department of Education, 2017). Evidently, Santiago (2019) concluded in her
study findings that a very positive and caring attitude was shown by the teachers in their teaching practice.

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it
prepares student-teachers to become qualified teachers in the future. This explored the pre-service teacher training
programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English
student-teachers from a private university in Mindanao, Philippines. The student-teachers also reported some
challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources
(Ulla, 2016).

According to Batugal (2019), the making of a teacher is an ongoing process that is developed and honed
over the years. Creating meaningful experiences through their exposures in collaboration with their cooperating
teachers is therefore inevitable. This understands that there are challenges and difficulties in the practice
teaching of the pre-service teachers which need to be addressed. It believes that well-planned experiences have
the potential to launch emerging educators to the path of success. Besa et al., (2018) stated that pre-service
teacher preparation programs with strong structure, coursework, and field experiences are crucial to preparing
future teachers. Thus, pre-service programs are important to consider when designing or reforming teacher
training for better teaching performance. The experience of the practice teachers in the actual teaching field
provides them with knowledge about themselves, prepares them to find solutions in difficult teaching situations,
analyzes questions and problems that may arise during their activities. Their experience is essential in their future
work as teachers.

Apparently, the Commission on Higher Education Memorandum Order No. 30 Series of 2004. Revise Policies
and Standards for Undergraduate Teacher Education Curriculum stated that in accordance with the pertinent
provisions of Republic Act No.7722, also known as the “Higher Education Act of 1994”, and for the purpose of
rationalizing the undergraduate teacher education in the country to keep pace with the demands of global
competitiveness, Article 1, section 1, highlights the essence of Quality pre- service teacher education in the
country. “All efforts to improve the quality of education in the Philippines are dependent on the service of
teachers who are properly prepared to undertake the various important roles and functions of teachers. As such, it
is of utmost importance that the highest standards are set in defining the objectives, components, and processes of
the pre-service teacher education curriculum.” Hence, in Article 3, Section 4, it was stated that “The BEED aims
to develop elementary school teachers who are either generalist who can teach across the different learning areas
in grade school, special education teachers, or pre-school teachers. Whereas, “The BSED aims to develop high
school teachers who can teach in one of the different learning areas in high school like Mathematics, English,
Filipino, among others.” To possess these objectives, attitudes of pre-service teachers towards teaching profession
and their teaching performance should be positive to favorably deal and influence students. Empirical studies
confirmed that effective teachers are characterized by their personal attributes (such as, calmness, friendly and
humorous) and professional qualities such as expert in their subject field, and developing effective environment.
(Prendergast & O’Donoghue, 2014; Duta, 2015; Yunus et al., 2020; Fabelico & Afalla, 2020).

2.2 Related Studies

2.2.1 Foreign studies

In a study of Alkan (2018), the attitude towards the teaching profession variable was investigated in terms of
demographics such as age and gender. The study aimed to investigate pre-service teachers' attitudes toward the
teaching profession in terms of motivations and demographics. This study's participants included 222 students
from a state university's Faculty of Education. The study's data were gathered using two tools. First, a form was
created to determine the demographics of the participants as well as their motivations for choosing teaching as a
profession. The second employs a survey questionnaire to ascertain pre-service teachers' attitudes toward their
professions. The scale has three dimensions: love, value, and adaptation. An independent-samples t-test was used
to determine whether the attitude scores differed by gender and their reasons for choosing teaching as a
profession. According to the findings of the analyses, pre-service teachers' attitudes toward the teaching
profession did not differ based on their age or grade level. However, significant differences in gender and motives
were discovered. Female participants and those motivated by internal motivations had significantly more positive
attitudes toward the teaching profession. Authors concluded that individuals who choose the teaching profession
for internal reasons such as a desire to help people, etc. have more positive attitudes toward teaching.

Bilgin and Aykac (2016) evaluated pre-service teachers' teaching and learning conceptions, as well as their
attitudes toward the teaching profession, in terms of grade, gender, and department variables. The participants
were 406 first-year and senior-year university students, namely pre-service teachers, from Turkey. The
participants were chosen using the criterion sampling method. The study's data was gathered using the "Teaching-
Learning Conceptions Scale" and the "Attitudes Towards Teaching Profession Scale." The data was analyzed
using descriptive statistics, the t-test, ANOVA, and correlation analyses. According to the findings, pre-service
teachers have a positive professional attitude, and their attitudes toward the teaching profession differ
significantly by gender, grade, and department. Furthermore, the author concluded that there was a positive
relationship between constructivist teaching, learning conceptions, and pre-service teachers' attitudes toward the
teaching profession, while a negative relationship was observed between their traditional conceptions and
professional attitudes.

Arastaman and Demirkasimolu (2017) investigated the relationship between pre-service teachers' work values and
attitudes toward the teaching profession. It was discovered that prospective teachers place a higher value on
"internal rewards," followed by social, free time, and external rewards. The study included 350 pre-service
teachers from the faculty of education at a state university in Ankara. According to the findings, prospective
teachers place a higher value on "internal rewards." According to the findings, pre-service teachers have more
positive attitudes toward the teaching profession because they adopt more of the teacher's teaching values. The
authors mentioned that pre-service teachers' work values are a significant predictor of their attitudes toward the
teaching profession.

Another study, conducted by Imen (2016), looked into the relationship between pre-service teachers'
communication skills and motivations, as well as their professional attitudes, while they were receiving
pedagogical formation training. The study group consisted of 261 pre-service teachers enrolled in pedagogical
formation training at a private university in Istanbul during the 2014-2015 academic year. To collect data, the
researcher created a personal information form, a motivation levels scale for pre-service teachers in the teaching
profession, a teaching profession attitude scale, and a communication skills assessment scale. As a result of the
study, it was discovered that the attitudes of pedagogical formation students towards the teaching profession do
not differ significantly by gender, age, marital status, having a stable income, education level, regular work, and
training level, whereas the attitude towards the teaching profession varies by the bachelor's program graduated
from, the reason for choosing teaching profession, and the reason for not choosing teaching profession.

According to Rakesh and Kiran (2016), education is the backbone of the country, and student progress is also
dependent on education. However, no education system can be better than its teachers, and no skill can be
developed without the assistance of a teacher. The study of Rakesh and Kiran (2016) objectives were to
determine whether gender and location have any effect on pre-service teachers' attitudes toward the teaching
profession. The data was collected using a normative survey method and was analyzed and interpreted. The
findings revealed a significant difference in the mean teacher attitude toward teaching profession scores in the
areas of administrative, academic, co-curricular, socio-psychological aspects, and total scores of male and female
B.Ed students. There is no significant difference in the mean teacher attitude toward teaching profession scores in
academic, co-curricular areas, and total scores of rural and urban B.Ed pre-service teachers. Furthermore, the
results revealed that female teachers' mean teacher attitudes were found to be higher than males' in the overall
area.

Furthermore, Atalmiş and Köse (2018) studied whether prospective teachers' attitudes toward the teaching
profession differed based on demographic characteristics. A meta-analysis of related studies on prospective
teachers' attitudes toward the teaching profession in Turkey was carried out. Using Hedges' g coefficient, the
effect sizes for random effects models were used in 103 studies in terms of gender, 26 in terms of grade level, 18
in terms of the presence of a teacher in the family, and 11 in terms of graduated faculties. Various methods,
including funnel plots, Duval and Tweedie's trim and fill method, and Egger's regression test, have been used to
investigate publication bias in meta-analysis. The findings revealed that prospective teachers' attitudes toward the
teaching profession differed significantly depending on gender, with a medium effect in favor of females, while
 the variables grade level, the presence of a teacher in the family, and type of faculty had no significant effect on
prospective teachers' attitudes toward the teaching profession. The results demonstrated that only the gender
variable from the demographic characteristics influences prospective teachers' attitudes toward teaching
profession.

The study of Ozan (2019) determined the prospective teachers' thinking styles, attitudes towards teaching
profession and the relationship between thinking styles and attitudes towards teaching profession. In the study, a
relational survey model was used. The study includes prospective teachers enrolled in a state university's Faculty
of Theology, Faculty of Theology and Pedagogical Formation Program during the fall semester of the 2017-2018
academic year. The study's sample included 1215 prospective teachers who were chosen using the convenience
sampling method. Prospective teachers preferred legislative, monarchic, executive, judicial, and liberal thinking
styles over hierarchic, conservative, oligarchic, and anarchic thinking styles, according to the study's findings.
Prospective teachers have a positive attitude toward the teaching profession. Liberal, external, monarchic,
executive, hierarchic, legislative, judicial, and conservative thinking styles were found to have a significant
positive relationship with attitudes toward the teaching profession. The oligarchic thinking style, on the other
hand, was found to have a significant negative correlation with the attitude toward the teaching profession. In
liberal and external thinking styles, the relationship is moderate, while in other thinking styles, it is low.

Oz and Kiris (2018) explored the relationship between emotional intelligence and attitudes toward the teaching
profession in 124 pre-service English foreign language (EFL) teachers at a major Turkish state university. The
“Emotional Intelligence Scale” and the “Attitudes toward the Teaching Profession Scale” were used to collect
data. Findings exposed that there was a significant positive relationship between emotional intelligence and
attitudes toward the teaching profession among Turkish EFL pre-service teachers. Furthermore, the majority of
the participants had moderate levels of emotional intelligence and attitudes toward the teaching profession,
according to the findings. The findings could help teacher education programs improve pre-service teachers'
emotional intelligence and attitudes toward the teaching profession.

Htang (2017) discovered that there were no significant differences by subject streams or programs, but there were
significant differences between male and female pre-service teachers. The data collection instrument was divided
into two sections: A and B. The purpose of Section A of the questionnaire was to collect demographic information
about pre-service teachers, such as gender, age, program, and subject stream. Section B included 30 items
designed to assess pre-service teachers' attitudes toward the teaching profession. The research group consists of
380 pre-service teachers enrolled in the BEd final year course at one of Myanmar's educational universities
between 2016 and 2017. The participants of all final year BEd students who were going to be deployed as senior
teacher in public high schools were purposefully selected for this study. The findings and results of this study
indicates that pre-service teachers’ attitude towards teaching profession was positive.

2.2.2 Local Studies

Pre-service teachers are aware of the attitude they must have to display practically in the field of their study and to
future teaching-related professions. Pre-service teachers always look for a positive image earned through learning
and performance-driven by effective teachers, which automatically refer to an attitude and behavior. In the study
of Escarlos and Tan (2017) at Central Mindanao University investigated the motives, attitudes, and performance
of teacher education students of Central Mindanao University. It aimed to determine the respondent’s profile,
their motives underlying the choice of the teaching profession, their level of attitude towards teaching as a
profession and toward the role of a teacher, their level of performance in general education, professional
education, and major courses and identify the predictors of their performance. According to the findings, the
majority of the students were from low-income families, but they were intrinsically motivated to pursue a teacher
education degree and have a positive attitude toward teaching as a profession and as a future career. Also,
students' performance in their major courses, general education and professional education had no significant
relationship with their attitudes.
 Rogayan Jr. (2018) conducted a qualitative narrative inquiry at President Ramon Magsaysay State University to
investigate the perspectives of young teachers in the Philippines on why they teach. The study's participants were
31 young Filipino teachers who were carefully chosen. Participants were asked to write a brief narrative
explaining why they teach. The narratives were examined in order to identify themes and significant statements.
Ten major themes eventually emerged to describe the reasons for young teachers' involvement in the classroom.
The young Filipino teachers stated that they teach to bring about positive change, to prepare students for life, to
inspire, to promote values, to transform lives, to teach for passion, to raise the bar of excellence in education, to
cure social problems, to share knowledge and skills, and to enable others' dreams.

According to Regalado (2017) of Mindanao State University, census data show that teaching is a female-
dominated profession in the Philippines. Female teachers outnumber male teachers in both public elementary and
secondary schools. Despite the fact that teaching is a female-dominated profession, male administrators hold the
highest occupational ranks and the highest paying positions. The study included 57 male and female respondents
from elementary and secondary school levels. According to the findings of the study, male respondents
outnumber female respondents when it comes to higher occupational positions. According to interview data, the
top priorities of female respondents are economic reasons, family responsibilities, and childcare. Furthermore,
women in the study face more limitations than men when it comes to pursuing a post-graduate degree. The
burdens of being a wife, a mother, and a career woman are among the factors preventing married female
respondents from advancing in their careers. It has also been discovered that certain physical characteristics and
qualities explain why women are regarded as less suitable and desirable for certain tasks. Similarly, the study
supports the notion that men and women have distinct biological and psychological characteristics. This leads to
sex-role stereotyping, which stifles their career advancement.

Morales, Allen and Espinosa (2016) at Philippine Normal University, on the other hand, investigated gender
inequality in K to 12 basic educations based on the experiences of first-year pre-service science and mathematics
teachers. It also determined whether pre-service teachers' pursuit of a career in science or mathematics teaching
was influenced by gender. The majority of students experienced gender inequality in their K–12 basic education,
according to the findings. However, based on factors such as teacher-student interaction, teaching strategy, verbal
teacher response, and instructional materials, they agreed that they would continue to pursue a career in science or
mathematics teaching. As a result, gender inequality is not a strong predictor of career choice in science and/or
mathematics teaching.

Affalla and Fabelica (2020) studied the impact of pedagogical competence on the teaching effectiveness of pre-
service teachers at a state university in the Cagayan Valley Region of the Philippines. Descriptive statistics were
used to define the descriptive targets, while inferential statistics such as the t-test, F-test, and correlation
procedures were used to determine the relationship between the variables. The study discovered that pre-service
teachers consistently demonstrated a very high level of pedagogical ability. The authors came to the conclusion
that teachers' attitudes are a critical aspect in the learning experience. In the last three academic years, their
teaching performance has differed significantly. When pre-service teachers displayed a low awareness order, they
appeared to demonstrate poor teaching efficiency. As a result, when pre-service teachers demonstrated a high
knowledge order, they continued to demonstrate outstanding teaching efficiency. Pre-service teachers' outstanding
teaching performance is distinguished by their high level of pedagogical competence.

Lopez and Irene (2017) investigated career motivation and commitment among pre-service teachers of the state
University of Samar, Philippines, to recommend a plan of action along the teacher education profession in their
study titled “Motivation and commitment to Teaching among Pre-service teachers of the State University
at Samar, Philippines.” According to the findings, pre-service teachers are highly motivated and committed to
teaching. Furthermore, extrinsic motivation factors drive these pre-service teachers, whereas intrinsic or altruistic
motivation factors dominate among those who are committed to pursuing a teaching career.

3 RESEARCH METHODOLOGY
 This chapter focuses on the methods and procedures used by the researchers to conduct this study. The research
design, study respondents, study location, research instruments, data collection procedures, and statistical tool will
all be covered.

3.1 Research Design

The research design for studying tardiness and absenteeism quantitatively among Grade 11 students at the
Informatic Computer Institute involves utilizing surveys and attendance records. A quantitative approach will be
used to quantify the extent of tardiness and absenteeism, analyzing their impact on academic performance.
Surveys will collect data on student attendance patterns, reasons for tardiness, and frequency of absenteeism.
Attendance records will provide quantitative data on students' actual attendance rates. Statistical analysis, such as
correlation and regression, will be employed to examine the relationship between tardiness/absenteeism and
academic outcomes. The study will use a descriptive research type to systematically describe and analyze the
prevalence and effects of tardiness and absenteeism among students. This quantitative research design aims to
provide numerical insights into the impact of tardiness and absenteeism on student academic performance at the
Informatic Computer Institute.

3.2 Research Locale

The research locale for studying tardiness and absenteeism among Grade 11 students at the Informatic Computer
Institute is in San Francisco, Agusan del Sur. San Francisco is a municipality in the landlocked province of
Agusan del Sur in the Caraga region of the Philippines. This location provides a specific context for
understanding the dynamics of student attendance patterns, tardiness, and absenteeism within the local
educational setting. By focusing on San Francisco, Agusan del Sur, the research can tailor interventions and
strategies to address the unique challenges and factors influencing student attendance in this particular region. The
research will be conducted within the educational environment of the Informatic Computer Institute in San
Francisco, Agusan del Sur, to investigate and analyze the impact of tardiness and absenteeism on Grade 11
students in this specific locale.
 3.3 Research Respondents or Subject of the Study

This study used non-probability sampling, specifically the purposive sampling method. Purposive sampling is the
process of selecting a sample based on the characteristics of a population and the objective of the study
(Crossman, 2020). The respondents of the study are the fourth-year Education with a course of Bachelor of
Secondary Education (BSED) and Bachelor of Elementary Education (BEED) at Surigao Del Sur State
University-Tagbina Campus in S.Y. 2021-2022. The Fourth year BSED and BEED pre-service teachers were
selected as the respondents of the study as the researchers perceived that this study will be helpful for their
practice teaching and professional teaching in the future. Out of 75 target respondents, only a total of 71 fourth
year BSED and BEED students responded to the survey.

The table below displayed the number of respondents from fourth year BSED and BEED students.

3.4 Research Instrument

The students at the Informatic Computer Institute in San Francisco, Agusan del Sur, serve as the key respondents
and subjects of the study focusing on tardiness and absenteeism among Grade 11 students. These students will
actively participate in providing data through surveys, interviews, and observations. As respondents, they will
offer insights into their attendance patterns, reasons for tardiness, and frequency of absenteeism through
structured surveys. Their responses will be crucial in understanding the factors contributing to student attendance
issues within the institute.

Furthermore, as subjects of the study, these students will be the focal point of observation to analyze their
behavior and attendance habits. Their academic performance data, including grades and test scores, will be
examined to assess the impact of tardiness and absenteeism on their educational outcomes. By involving the
students as both respondents and subjects, the research aims to gather comprehensive data on the attendance
challenges faced by Grade 11 students at the Informatic Computer Institute. Their active participation and
involvement in the study will provide valuable insights that can lead to effective interventions and strategies to
address tardiness and absenteeism within the educational setting.

3.5 Data Gathering Procedure

The data gathering procedure for studying tardiness and absenteeism among Grade 11 students at the Informatic
Computer Institute in San Francisco, Agusan del Sur, will involve a systematic approach to collect relevant
information.

1. Surveys: Structured surveys will be administered to students to gather data on their attendance patterns,
reasons for tardiness, and frequency of absenteeism. The surveys will include closed-ended questions to quantify
student responses and provide numerical data for analysis.

2. Attendance Records: Attendance records from the school will be utilized to obtain objective data on students'
actual attendance rates. These records will be analyzed to determine the extent of tardiness and absenteeism
among Grade 11 students.

3. Academic Performance Data: Academic performance data, such as grades, test scores, and academic
achievements, will be collected to assess the impact of tardiness and absenteeism on student outcomes. This data
will be used to correlate attendance patterns with academic success.

4. Observations: Observations of student behavior and attendance in classrooms and school premises will
complement survey and record data. Observational data will provide qualitative insights into student engagement
and behavior related to attendance.
 5. Data Analysis: Quantitative data collected from surveys and attendance records will be analyzed using
statistical methods such as correlation analysis and regression to examine the relationship between
tardiness/absenteeism and academic performance.

By employing a combination of surveys, attendance records, academic performance data, observations, and
statistical analysis, the data gathering procedure aims to provide a comprehensive understanding of tardiness and
absenteeism among Grade 11 students at the Informatic Computer Institute in San Francisco, Agusan del Sur.

3.6 Statistical Treatment

The data obtained were analyzed using descriptive statistics, particularly the frequency, percentage, means,
standard deviation, and inferential statistics such as the one-way analysis of variance (ANOVA) to test the
hypothesis at a 0.05 level of significance.

Frequency and Percentage. Frequency and percentage were used to represent the demographic information
variables.

Mean. This was used to determine the attitude of the fourth-year BSED and BEED pre-service teachers towards
the teaching profession.

Standard Deviation. This was used to determine whether the responses of the respondents are clustered around the
mean or dispersed widely.

One-way analysis of variance (ANOVA). This was used to determine the significant difference in the attitude of
pre-service teachers towards the teaching profession in terms of gender, course, age and economic status.