STAGES OF GROUP DEVELOPMENT AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN CITY SCHOOLS DIVISION: AN INPUT TO TEACHERS TRAINING PROGRAM

This study was conducted to determine the Stages of Group Development among Public Secondary School Teachers in City Schools Divisions of Laguna. Descriptive-correlational method of research and Random sampling were used, there were 347 teacher-respondents. Researcher-made survey questionnaire was utilized. Frequency distribution percentage, standard deviation, weighted mean Chi- Square, and Two Stage Hierarchical Multiple regression were used. Majority of the teacher-respondents age 31 to 40, female, have field of specializations in TLE / TVL with one group participation and belong to a large school. The assessments of teachers indicate highly engaged on group development in terms of forming, storming, and norming and performing. The school heads were described at very satisfactory level. SBM practices of the School Head described at maturing level based on the results of validated practices criteria. The teachers level of group development in terms of forming, storming, norming, and performing are significantly associated with their age and group participation. The hierarchical multiple regression revealed that at Stage one, sex, age, specialization, and group participation contributed significantly. The null hypotheses stating that there is no significant relationship between the teacher-respondents demographic profile and teachers development in terms of forming storming norming and performing and there is no significant relationship between the teachers respondents and stages of group development if moderated by school size were rejected. The school heads may conduct LAC session to their teachers focusing on teachers development. Future researchers may consider other factors and demographic variables of respondents in a larger population size.