Conceptual Framework - Example

Conceptual Framework

The input-process-output model was adopted when this study was conceived as shown in Figure 1. The input variables in three clusters. Professional preparation of the first set of input variables is made up of the teachers’ highest educational attainment, their relevant inservice training, and their relevant teaching experiences. These three indices marked the teachers’ input personal qualifications, the tri-factor of school, on-the-job training, and appropriate work background.

These factors were correlated with the teachers’ teaching effectiveness in five categories, namely, planning and preparation, classroom environment, instruction, professional responsibilities, and the use of student assessment. Planning and preparation is designing the lesson based on the objectives and preparing the lesson procedure. Classroom environment is structuring the room for teaching as well as establishing love and harmony among the students and teacher. Instruction covers the teaching process carried out in the classroom. 

Figure 1

The Conceptual Framework of the Study

Professional responsibilities refer to the teachers’ duties which include keeping students’ records, communicating with the parents, and assuming leadership roles in school. The use of student assessment refers to the internal and external assessment data reflecting student achievement which should be fairly handled and managed by the teacher. Students should be aware of the progress of their school performances through assessment. Professional preparation was correlated with teaching effectiveness to specify the relationship between the two sets of variables to determine areas for improvement.

            The last input group of variables refers to the eight professional practices of  teachers which were likewise correlated with teaching effectiveness.  The teaching practices encompassed instructional planning which refers to planning the lesson congruent to its specific objectives; instructional delivery which simply referred to implementing the planned lesson in accordance with the students’ needs; and classroom management which refers to the control of student behavior in the classroom and managing learning including discipline. Teacher-learner interaction is the result of engaging students in instruction using communication, motivation, reinforcement, retention, transfer, and questioning skills and principles. Subject content is the lesson proper or subject matter for the day’s lesson. Evaluation is assessment or appraisal. It consists of rating student performance, the result of which could be a basis for further teaching.

            Professional responsibilities refer to the teachers’ duties concerning professional growth, adaptability on assigned tasks, and working cooperatively with school staff, students, parents, and superiors. Professional relationships refer to positive working relations with co-workers, students, personnel, parents, and the community.

            Using research methods and statistical treatment of data constitute the research process. The research findings, conclusions, and recommendations formed the bases of an Action Plan for Elementary Teachers:  An Action Plan is an Action Research. It is a classroom-based study focused on a classroom problem encountered by the teacher.