• BABY BOOMER TEACHERS’ GENERATIVE QUALITIES: THEIR DRIVE FOR SELF-ACTUALIZATION AND PUPILS’ ACADEMIC PERFORMANCE

    Author(s):
    Rosalinda C. Baloria, Alfreda D. Calamba, Rev. Fr. Victor Brian L. Catalbas, Jose Calasanz Julysses D. Tabia, Mary Antoniette E. Wahing
    Editor(s):
    Frederick Fabella (see profile)
    Date:
    2023
    Group(s):
    Ignatian International Journal for Multidisciplinary Research
    Item Type:
    Article
    Tag(s):
    Baby Boomers’ Teachers; Generative Qualities; Self-Actualization; Academic Performance
    Permanent URL:
    https://doi.org/10.17613/1sr3-6664
    Abstract:
    This study investigated the generative qualities of baby boomer teachers that influence their drive for self-actualization and how it could impact pupils' academic performance. A quantitative research method was employed, with 571 teaching personnel aged 58 to 65 years old who taught straight classes being selected through purposive sampling. The data were collected using a questionnaire-checklist that assessed generative qualities and self-actualization, drawing on Erik Erikson's Theory of Psychosocial Development and Abraham Maslow's Hierarchy of Needs. Correlational analysis was conducted to establish the relationship between variables in the study. The results indicated that the generative qualities of the baby boomer teachers significantly impacted their drive for self-actualization and the academic performance of their pupils. The findings suggested that enhancing generative qualities among baby boomer teachers could lead to improved academic outcomes for pupils. These results have implications for developing targeted teacher development programs that promote generativity and foster positive outcomes in the classroom.
    Notes:
    Published in Ignatian International Journal for Multidisciplinary Research
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    3 months ago
    License:
    Attribution-NonCommercial

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