Perception of English teachers

in Cali about class planning in

their non-teaching hours
Andres Giraldo
Edwin N. Viáfara
John Marulanda
 CONTENTS
1. Objectives
2. Introduction
3. Materials and methods
3.1 Setting and sample
3.2 Representative sample
4. Data Collection
4.1 Procedure
5. Results
6. Strengths and limitations
7. Conclusions

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 GENERAL OBJECTIVE
Determine through questionnaires and interviews the
socio-demographic profile of English teachers in Cali.

3
 SPECIFIC OBJECTIVES
Recognize the perception of teachers about the use of their non-teaching
hours in class planning .

Compare if teaching experience makes easy to design lessons.

Measure the influence of this concern in teacher’s personal lives.

Contrast the perception of this issue between private and public schools.

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Studies have shown that high stress level at
school may affect not just teacher’s
effectiveness, but the learning environment
and also incapability to achieve educational
objectives. (Martínez, 2017)

5
Bogler (2001) with a sample of 930 primary school
teachers point out that the two most correlated
factors with work satisfaction are: self-perception
about overload and school leadership.

5
 Materials and methods

Setting and sample

This project have a sample of 17 English teachers in Cali,
from private and public schools in the period from march
19th to 30th of 2019.

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 Table 1. Representative sample

CATEGORY RESULTS

Gender Female 14
(82.4%)

Range of age 20-24 years old

(47.1%)

Type of school they teach Private – There are 14 teachers

(82.4%)

Education level Bachelor’s degree – There are 13

teachers (76.5%)

Teaching experience 1-5 years – There are 11 teachers

(64.7%)

Time planning in 2-4 hours – There are 10 teachers

non-teaching hours (58.8%)

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 Data collection.

- Survey. The survey was composed of 15 questions within 2 sections

- Interview. The interview was composed of 3 questions.

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 The procedures were think in
order to get the best resulted
taking in account the privacy of
the subjects.

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 Results
The following is the explanation and contrast of the data exposed in a
descriptive way, highlighting the primordial factors that could be obtained
from teachers perspective. These aspects were assigned with values then,
correlated with qualitative aspects what finally resulted in the conclusions.

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Graph 1. (Question 10 from survey)

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Graph 2. (question 13.1 from survey)

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Graph 3. (question 13.2 from survey)

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Graph 4 (question 13.3 from the survey)

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 Graph 5.(Question 7 from survey)

According to Duran et al (2005), teachers suffer from Burnout Syndrome

that develops a negative mental state.

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 Strengths and Limitations

Google Forms
Easy to be answered - quick to be sent to
them saving time and resources-
processes data - show the graphics. Lack of expertise in this type of
project.
One of the participants has been a
teacher. Problems that delayed the process
of collecting data. (time-location)
Experience gained by the participants.
Specialized literature.
To get a clearer view of the
profession.
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 CONCLUSIONS
Students

factors that influence class planning. School’s curriculum

Teaching experience
The facilities, resources and tools that
the institution provides them.

Academic load

Private School Public School

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TIME IS NOT ENOUGH

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 REFERENCES

❖ Bogler, R. (2001). The influence of leadership style on teacher job satisfaction.

Educational administration quarterly, 37(5), 662-683.
https://doi.org/10.1177/00131610121969460

❖ Martínez-Garrido, C. (2017). La incidencia del liderazgo y el clima escolar en la

satisfacción laboral de los docentes en América Latina. Archivos Analíticos de
Políticas Educativas, 25(80). http://dx.doi.org/10.14507/epaa.25.2851

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