The female M.A. graduates outnumbered the male M.A.
Most of those who pursued Master of Arts degree are
More than one-fourth of the respondents ages 33-35
were those who pursued the Master’s Degree.
A great number of the respondents are Catholics.
Almost all of the respondents graduated from public
elementary school, and more than half of the respondents graduated from public
school and also almost half of the respondents went to private
Most of the parent’s respondents were high school
Almost half of the respondents are sons and daughters
All of the respondents are either civil service eligible
or have passed the licensure Examination for Teachers.
Most of the respondents had worked for 6-10 years.
One half of the respondents had the basic position,
Teacher I before they had attained their material degree and half of them were
being promoted into a higher position after their
More than half of the respondents did not receive
any increase of salary after graduating from the course.
More than half of the respondents always attended
school meetings/conferences, and other workshops.
Less than half of the respondents were given responsibilities
as demonstration teachers.
Most of the respondents occasionally performed the
ff. roles: coordinator, facilitator, lecturer, demonstration teacher, guest speaker
More than one-fourth of the respondents receive recognition
through awards and incentives after their M.A. degree in the school level.
Less than half of the respondents were designated
as subject coordinators aside and another half were designated as advisers in
interests clubs in their respective schools.
Almost half of the respondents have never participated
in service-oriented projects in the community.
M.A degree had often contributed to the professional
growth of the respondents in terms of content in teaching.
M.A degree also had often contributed to the professional
growth of the respondents in terms of techniques and strategies in teaching.
Master of Arts degree often contributed to their
professional growth in terms of their relationship to their family.
After taking up M.A. degree, the respondents often
contributed, helped and shared ideas, suggest
techniques and in planning extracurricular activities in school and often gained
high expectations from colleagues.
The respondents were often sent to different conferences
and workshops and were requested to do office works, however less than half of
them said that they were not promoted from their position.
Core courses and courses in their specialized
areas helped them much in their work.