![REFERENCES:
[1] Adversity Quotient (May 2000). ARP Reliability and Validity.
www.peaklearning.com/aq/measuringaq/ARP_Reliabilty_Validity.htm
[2] Adversity Quotient (2001). The Adversity Response Profile.
www.peaklearning.com/aq/measuringaq/adversity_response_profile.htm
[3] Ardales, V. (2001). Basic Concepts and Methods in Research. Iloilo City: CONCERNS, Inc.
[4] Aydin (1992). Learned helplessness and explanatory style in Turkish samples. Journal of Social
Psychology. 132, 117 – 119
[5] Austin, M. (1995, January 20). Small and modular is beautiful. Times Higher Education
Supplement. Issue 1159, p.11
[6] Bautista, L. (1998). Stress and coping styles of special education teachers of children with
mental retardation: their implications to guidance. Unpublished doctoral dissertation. College of
Education, University of the Philippines, Diliman, Quezon City.
[7] Betts, M., & Smith, R. (1998). Developing the credit-based modular curriculum in higher
education: Challenge, choice, and change. London: Falmer Press.
[8] Borromeo, R.T. Strategies for program planning and development. Lectured delivered during the
Dominican Sisters’ Administrators’ Forum, Iloilo City, November, 2004.
[9] Bos, Candace S. & Vaugh, Sharon (2006). Strategies for Teaching Students with Learning and
Behavior Problems.i (6th
ed)
[10] Byrne, B. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure
across elementary, intermediate and secondary teachers. American Educational Research
Journal, 31, 645-674.
[11] Chan, D.W. (1997). Stress, coping strategies, and psychological distress among secondary
school teachers in Hong Kong. American Educational Research Journal, 31, 145-166
[12] deBettencourt, Laurie U. & Howard, Lori A. (2007). The effective Special Education teacher, a
practival guide for success. Eastern Arizona College. (1974) Modularization of courses. [report].
Author.
[13] Harrop, S., & Woodcock, G. (1992, April). Issues in the construction of a modular curriculum for
university professional education. Studies in Education of Adults. 24 (1) p.86.
[14] Executive Forum (April 2000). Creating Sustainable Optimism. www.executiveforum.net](https://image.slidesharecdn.com/assessingtheeffectivenesoftheadaptedaqprogramiciripresentation-130809061557-phpapp02/75/Assessing-the-Effectiveness-of-the-Adapted-Adversity-Quotient-Program-ICIRI-2012-36-2048.jpg)
![[15] Fraenkel, J. & Wallen, N. (2003). How to design and evaluate research in education 5th
edition.
McGraw-Hill Higher Education
[16] Freeman, A. & Gray, H. (1987). Teaching without stress. London: Paul Chapman.
[17] Gosling, T. (2001 January 15). Human resources move center stage. Manila Bulletin, Business
Section.
[18] Hallahan, D.P., & Kauffman, J.M. (2006). Exceptional learners: Introduction to Special Education (10th
ed). Needham Heights, MA: Allyn & Bacon.
[19] Heward, William L. (2003). An Introduction to Special Education. (7th
ed.)
[20] Kyriacou, C. (1989). The nature and prevalence of teacher stress. In M. Cole & S. Walker (Ed),
Teaching and stress (pp. 27-34). Milton Keynes, Philadelphia: Open University Press.
[21] Large, J. (1987). A modular curriculum in information studies. France: EDIC [ED 286 512].
[22] Lazaro-Capones, A.R. (2004). Adversity quotient and the performances level of selected middle
managers of the different departments of the city of manila as revealed by 360-degree feedback
system.www.kli.re.kr/iira2004/pro/papers/session2/10%20Antonette%20Lazaro-Capones_ PhDw,pdf
[23] Loveland, T. (1999, May-June). Adapting modular curriculum in the classroom. Technology
Teacher. 58 (8) pp.10-15.
[24] McGee, C. & Hampton, P. (1996, March). The effects of modular curriculum delivery on a New
Zealand secondary school. School Organization. 16 (1) pp.7-16.
[25] Mc Gill, M. (2001). The “Adversity Quotient” and the “Vitality Quotient” of Life. www.haao.com
[26] Pierangelo, R. (2003). The special educator’s book of lists. John Wiley & Sons, Inc.
[27] Stoltz, P. www.fsbassociates.com/williammorrow/adversityquotient.htm
[28] Stoltz, P. (1997). Adversity quotient: Turning obstacles into opportunities. USA: John Wiley & Sons, Inc.
[29] Stoltz, P. (2000). Adversity quotient@work USA: HarperCollins Publishers, Inc.
[30] Val Meel, R. & De Wolf, H. (1994, January). Major issues for educational innovation in higher
education in the Netherlands. European Journal of Education. [in Educational Administration Abstracts] 30 (1)
p.42.
[31] Volger, D., & Hillison, J. (1980). Developing and using performance models: Implementing
competency-based education in community colleges, 6. Virginia: ERIC [ED 195 304].
[32] Weiskopf, P.E. (1980). Burnout among teachers of exceptional children, Exceptional Children, 47, 18-23](https://image.slidesharecdn.com/assessingtheeffectivenesoftheadaptedaqprogramiciripresentation-130809061557-phpapp02/75/Assessing-the-Effectiveness-of-the-Adapted-Adversity-Quotient-Program-ICIRI-2012-37-2048.jpg)
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Assessing the Effectiveness of the Adapted Adversity Quotient Program ICIRI 2012
This study assessed the effectiveness of an Adversity Quotient program for teachers at a special education school in Manila. The study found that the teachers had a moderately low Adversity Quotient and needed personal development training. The researchers developed a self-learning modular Adversity Quotient program and implemented it. Post-testing found the teachers' Adversity Quotient increased to a moderately high level, showing the program was effective in helping the teachers improve their ability to handle adversity. The study concluded that developing programs based on teachers' needs using frameworks like Adversity Quotient can help address challenges in faculty development.
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Assessing the Effectiveness of the Adapted Adversity Quotient Program ICIRI 2012
- 1. Assessing the Effectivenessof the Adapted Adversity Quotient (AQ) Program in a Special Education School in Manila International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13- mariacristinajsantos.blogspot.com http://dlsu.academia.edu/MariaCristinaSantos
- 2. “The mediocre teacher tells.The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” -William Arthur Ward
- 3. Background & Rationaleof the Study • Schools for children with disabilities are challenging or problematic workplaces (Pratt cited in Nguyen, 2002). • For children with special needs, teachers have to play not only the role of a teacher, but also the role of a nurse and a mother (Freeman, 1988). • In addition to that, these teachers also have difficulties with inter-professional cooperation and parental participation. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 4. Background & Rationaleof the Study • Andaya (cited in Metro Today, 1999) stressed the lack of budget for programs for those in need of special care. • The lack of funds results in the following: lack of instructional materials, facilities, services and staff development or training (Gonzalez cited in Manila Bulletin, 2000). International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 5. Background & Rationaleof the Study • In this kind of stressful and dilemma-strewn situation, a special education teacher’s ability to surmount adversities matters especially in working conditions where they are always faced with scarce resources. • In this connection, it is important to understand one’s ability to withstand adversities. Thus, this is where the role of Adversity Quotient (the ability to withstand adversities) plays an important role in one’s life. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 6. Background & Rationaleof the Study • Based on Stoltz’s theory, Adversity Quotient predicts the following: how well one withstands adversity and one’s ability to surmount it. • This study may serve as an initial research that paves the way for researches to understand the Adversity Quotient (AQ) among Filipino special education teachers. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 7. Background & Rationaleof the Study In a study of Stoltz (1997), in a growing school district, AQ training program was used to help teachers develop the resilience and fortitude to teach with meaning and purpose. Moreover, Maricopa Community College used AQ to develop staff who thrive under the “do more with less” demands of the workplace. It was also found in a study of Stoltz (1997) that education majors in colleges and universities score lowest at the low end of the AQ continuum. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 8. Background & Rationaleof the Study • Research on special education teachers is fitting given that it is obvious that they are burning out on the job (Weiskopf, 1980). • The setting of this action research is a school for children with special needs in Malate, Manila. This school was the setting for the volunteer work of the researcher for one (1) school year from 2008 to 2009 for about four (4) hours per school day. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 9. Background & Rationaleof the Study • The special education teachers need a faculty development program that would enhance their ability to persevere through daily challenges. • The AQ (ability to withstand adversities) of the special education teachers was measured and it was found out to be moderately low (77). International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 10. Background & Rationaleof the Study • To help address the situation, this study sought to develop an Adversity Quotient Program through the development of a self-learning modular program which is responsive and relevant to the needs of the special education teachers to increase their Adversity Quotient (AQ). International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 11. Adversity Quotient of SpecialEducation Teachers CO2RE Dimension • Control • Origin and Ownership • Reach • Endurance Development of the Adversity Quotient Self-Learning Modular Program (Pre-test) Adversity Quotient of Special Education Teachers CO2RE Dimension • Control • Origin and Ownership • Reach • Endurance (Post-test) Implementation of the Adapted Adversity Quotient Self- Learning Modular Program Assessment of the Effectiveness of the Adapted Adversity Quotient Self- Learning Modular Program
- 12. Research Problems • Whatis the Adversity Quotient (AQ) of the special education teachers? • Based on their AQ, what program can be developed and implemented? • How effective is the implemented AQ Program based on the results of the post-test? International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 13. Research Design • Thisstudy used the descriptive developmental method. • Triangulation or the collection of information from multiple sources using a variety of methods was utilized. – analysis of existing faculty development programs and necessary documents – focus group session – One-on-one interview with the School Director – Adversity Response Profile Quick Take (1997) International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 14. Participants • Since thisspecial education school was just small and founded last 2008 it only has a total of four (4) special education teachers. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 15. Instruments 1. Adversity ResponseProfile (1997) –The ARP Quick Take is highly reliable with a reliability coefficient of . 88 and no adverse impact based on gender and ethnic background. The ARP also demonstrate good convergent and discriminant validity. ARP Quick Take (1997) is comprised of 30 events. Each event is followed by two questions; each question pertains to a different CO2RE (Control, Origin & Ownership, Reach and Endurance) dimension. It consists of a five (5) point bipolar scale. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 16. Instruments 2. List ofGuide Questions for the Focus Group Session 3. Interview Sample Guide Questions for the one-on-one interview A pretest of the guide questions was conducted on three (3) special education teachers from a different school who were not included in the final sample for the study. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 17. Data Gathering Procedure •compilation of the necessary documents pertaining to the special education school’s faculty development programs. • focus group session with the special education teachers based on the Focus Group Sample Guide Questions. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 18. Data Gathering Procedure •individual interview with the School Director based on the Interview Sample Guide Questions. • administration of the Adversity Response Profile (ARP) Quick Take (1997) • when the results of the pre-test of the ARP (1997) was computed and found out to be moderately low, the development of the Adversity Quotient (AQ) Program based on the needs assessment was the next phase. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 19. Data Gathering Procedure •content validation of the developed AQ Program • implementation of the developed AQ modular program • After a month, the post test was administered • The AQ of the special education teachers in the special school was measured before and after being exposed to the intervention. • The t-test of dependent / correlated means was used to determine whether or not there is a significant difference between two groups of correlated scores in terms of means. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 20. Data Analysis • Therespondents’ responses from the focus group session and one-on-one interview were analyzed, categorized and tabulated to determine if commonalities or patterns exist. • In addition, the necessary documents were analyzed to determine the existing status of the school’s faculty development programs International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 21. Status of ExistingFaculty Development Programs Significant Findings • The special education teachers strongly feel that the faculty development programs given to them should also address the need for personal development. • The common sentiment of the participants was that the faculty development program should be: holistic (should be well-balanced addressing both professional and personal growth.) International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 22. Status of ExistingFaculty Development Programs • They feel that the faculty development programs conducted in their school was leaning towards professional development . • Professional Development Programs conducted: -Individualized Educational Plan, Concrete- Representational -Abstract Instructional Strategy, Applied Behavioral Analysis and Assessment and Evaluation International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 23. Status of ExistingFaculty Development Programs • The common sentiments of the special education teachers is in harmony with previous studies. • Scott (1990) pointed out that faculty development is the theory and practice of facilitating improved faculty performance in a variety of domains ( intellectual, institutional, personal, social and pedagogical. ) • Faculty development should encompass all aspects of one’s personality and should be holistic. • Nathan (1994) indicated that faculty development is no longer an optional or dispensable “add-on” to the list of benefits available to faculty at universities. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 24. Need of SpecialEducation Teachers • The data revealed that the special education teachers are clamoring for a personal development program that would reinforce their sense of purpose in teaching and develop their resilience. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 25. Constraints for trainingor faculty development are : • common time for the special education teachers • funding for materials/equipment and/or allowance for the special education teachers • the limited space of the school. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 26. AQ of SpecialEducation Teachers • moderately low ( 77) AQ - means that the participants are likely to be underutilizing their potential. • it concurs with the findings of Stoltz that at the low end of the AQ continuum are education majors in colleges and universities who score lowest International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 27. Developed AQ Program •The researcher sought permission from Dr. Stoltz regarding the creation of a self-learning modular program for the special education teachers. • The developed program for special education teachers was content validated by 3 people who are knowledgeable about Adversity Quotient (AQ). • Two (2) are graduate students in Master of Science in Industrial/Organizational Psychology in De La Salle University- Manila and the other is a professor in CEU who holds a Doctor of Philosophy in Linguistics with specialization in Applied Linguistics from Philippine Normal University –Manila and is an expert in Critical Thinking. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 28. Developed AQ Program •These 3 assessed the developed Adversity Quotient program’s validity, as well as each module’s organization and quality. • The modules of the developed self- learning modular program were also approved by Dr. Paul Stoltz, the proponent of Adversity Quotient (AQ). International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 29. Developed AQ Program •The main components of the program are namely: Core Human Drive, Three Levels of Adversity, Building Blocks of AQ, CO2RE Dimensions and the LEAD Sequence. • Title: Adversity Quotient : Turning Struggles into Success • 1 module per week except for modules 1 &2 • Format: (1) Motivation Question or Quote (2) Reading Input (3) Comprehension Check (4) Personal Application (5) Reinforcement Activity & (6) Assignment International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 30. The AQ ofthe SPED Teachers after the implementation of the developed AQ Program • The score in the post test was found to be (147) moderately high. • Having a moderately high Adversity Quotient (AQ) means that the participants are probably doing a fairly good job in persisting through challenges and tapping a good portion of their growing potential on a daily basis. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 31. The AQ ofthe SPED Teachers after the implementation of the developed AQ Program • The t-test for dependent samples was used to determine whether or not there is a significant difference between two groups of correlated scores in terms of means. • The results of the pre-test and post test revealed that there was a significant difference in the test scores between the pre-test and post test (p=.05). International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 32. Conclusions • An AdversityQuotient (AQ) Program can be developed to address the faculty development program needs of special education teachers based on the following: (1) needs assessment (2) prioritization of special education teachers’ needs 3) framework of Adversity Quotient (AQ) (4) content validation by experts of the modular program (5) evaluation of the effectiveness of the developed AQ Program • Moderately low (77) to Moderately High (147) International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 33. Recommendations: Practical • Itis therefore recommended that the school use the theory and practice of AQ as part of their faculty development programs to instill individual adversity awareness. • The school may look into the possibility of integrating AQ in their existing job specification or hiring qualifications in recruiting or promoting employees to improve performance. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 34. Recommendations: For Further Research •A possible research could be done on the Adversity Quotient (AQ) and performance of Special Education teachers. It can be done by correlating AQ and a 360- degree feedback system which has to do with self- rating, peer-rating and a rating coming from the School Director. • It is recommended that a more extensive research on Adversity Quotient (AQ) of special education teachers should be conducted with a representative sample of special education teachers. If the findings are the same, this will allow generalizations of wider application to establish the Adversity Quotient of special education teachers. International Refereed Research Journal ■ www.researchersworld.com ■ Vol.– III,Issue–4(2),October 2012 [13-
- 35. “When you studygreat teachers… you will learn much more from their caring and hard work than from their style.” - William Glasser
- 36. REFERENCES: [1] Adversity Quotient(May 2000). ARP Reliability and Validity. www.peaklearning.com/aq/measuringaq/ARP_Reliabilty_Validity.htm [2] Adversity Quotient (2001). The Adversity Response Profile. www.peaklearning.com/aq/measuringaq/adversity_response_profile.htm [3] Ardales, V. (2001). Basic Concepts and Methods in Research. Iloilo City: CONCERNS, Inc. [4] Aydin (1992). Learned helplessness and explanatory style in Turkish samples. Journal of Social Psychology. 132, 117 – 119 [5] Austin, M. (1995, January 20). Small and modular is beautiful. Times Higher Education Supplement. Issue 1159, p.11 [6] Bautista, L. (1998). Stress and coping styles of special education teachers of children with mental retardation: their implications to guidance. Unpublished doctoral dissertation. College of Education, University of the Philippines, Diliman, Quezon City. [7] Betts, M., & Smith, R. (1998). Developing the credit-based modular curriculum in higher education: Challenge, choice, and change. London: Falmer Press. [8] Borromeo, R.T. Strategies for program planning and development. Lectured delivered during the Dominican Sisters’ Administrators’ Forum, Iloilo City, November, 2004. [9] Bos, Candace S. & Vaugh, Sharon (2006). Strategies for Teaching Students with Learning and Behavior Problems.i (6th ed) [10] Byrne, B. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate and secondary teachers. American Educational Research Journal, 31, 645-674. [11] Chan, D.W. (1997). Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong. American Educational Research Journal, 31, 145-166 [12] deBettencourt, Laurie U. & Howard, Lori A. (2007). The effective Special Education teacher, a practival guide for success. Eastern Arizona College. (1974) Modularization of courses. [report]. Author. [13] Harrop, S., & Woodcock, G. (1992, April). Issues in the construction of a modular curriculum for university professional education. Studies in Education of Adults. 24 (1) p.86. [14] Executive Forum (April 2000). Creating Sustainable Optimism. www.executiveforum.net
- 37. [15] Fraenkel, J.& Wallen, N. (2003). How to design and evaluate research in education 5th edition. McGraw-Hill Higher Education [16] Freeman, A. & Gray, H. (1987). Teaching without stress. London: Paul Chapman. [17] Gosling, T. (2001 January 15). Human resources move center stage. Manila Bulletin, Business Section. [18] Hallahan, D.P., & Kauffman, J.M. (2006). Exceptional learners: Introduction to Special Education (10th ed). Needham Heights, MA: Allyn & Bacon. [19] Heward, William L. (2003). An Introduction to Special Education. (7th ed.) [20] Kyriacou, C. (1989). The nature and prevalence of teacher stress. In M. Cole & S. Walker (Ed), Teaching and stress (pp. 27-34). Milton Keynes, Philadelphia: Open University Press. [21] Large, J. (1987). A modular curriculum in information studies. France: EDIC [ED 286 512]. [22] Lazaro-Capones, A.R. (2004). Adversity quotient and the performances level of selected middle managers of the different departments of the city of manila as revealed by 360-degree feedback system.www.kli.re.kr/iira2004/pro/papers/session2/10%20Antonette%20Lazaro-Capones_ PhDw,pdf [23] Loveland, T. (1999, May-June). Adapting modular curriculum in the classroom. Technology Teacher. 58 (8) pp.10-15. [24] McGee, C. & Hampton, P. (1996, March). The effects of modular curriculum delivery on a New Zealand secondary school. School Organization. 16 (1) pp.7-16. [25] Mc Gill, M. (2001). The “Adversity Quotient” and the “Vitality Quotient” of Life. www.haao.com [26] Pierangelo, R. (2003). The special educator’s book of lists. John Wiley & Sons, Inc. [27] Stoltz, P. www.fsbassociates.com/williammorrow/adversityquotient.htm [28] Stoltz, P. (1997). Adversity quotient: Turning obstacles into opportunities. USA: John Wiley & Sons, Inc. [29] Stoltz, P. (2000). Adversity quotient@work USA: HarperCollins Publishers, Inc. [30] Val Meel, R. & De Wolf, H. (1994, January). Major issues for educational innovation in higher education in the Netherlands. European Journal of Education. [in Educational Administration Abstracts] 30 (1) p.42. [31] Volger, D., & Hillison, J. (1980). Developing and using performance models: Implementing competency-based education in community colleges, 6. Virginia: ERIC [ED 195 304]. [32] Weiskopf, P.E. (1980). Burnout among teachers of exceptional children, Exceptional Children, 47, 18-23