Professional Documents
Culture Documents
Finale Duc 2
Finale Duc 2
CITY OF NAGA
College of Education
1
research 2
CHAPTER I
Introduction
Introduction
A teacher has always been thought as one of the noblest human
beings. She/he is considered as the central figure in the school and a second
parent to the students, because of the task a teacher must perform in order
to achieve the schools vision and mission. S/he has a number of roles such
as teaching, facilitating, and the most important task is to inspire all of
his/her students (Cebrel, 2005). Teachers are often viewed as the most
important variable in learners 'educational environment. Many professors in
different universities and colleges say that a teacher never knew where
his/her influence stops. Without the help of the teachers we dont have
enough knowledge. Yes we all know that knowledge is everywhere but we
need guidance good motivators and will direct the learners quest of
knowledge. Upon their shoulders lie the futures of our youth. The task of a
teacher is virtually a variety of human traits and competencies. The teachers
job is not only to teach but to influence in promoting the development of
basic skills, desirable work habits and attitudes, values, judgment and
adjustments to the individual learners environment. In many instances
Age
1.2.
Sex
1.3
2. What is the level of perception of the students about the teachers in terms of:
2.1. Personal Qualities
2.2. Professional Qualities
a. Commitment
b. Knowledge of the Subject
c. Teaching Strategies and Methodologies, and
d. Management of Learning
3. What are the levels of performance of their teachers based on the students evaluation?
Assumptions
This study is guided by the following assumptions that:
1. The demographic profile of the respondents varies in terms of age, sex, and fields of discipline
2. The levels of perception of the students about the teaching performance of their teacher also
varies.
3. There are activities that can be proposed to further enhance the Personal and Professional
qualities of a teacher to be more effective and efficient in the teaching practice?
CHAPTER II
Review of Related Literatures and Studies
Nenalyn
Commissioner
Defensor
Defensor
of
Commission
emphasized
on
her
Higher
personal
Angeles
who
delivered
the
inspirational
message
for
daily
tasks
than
rules.
Wong
and
Wong
(2005)
teachers
are
always
effective
communicators.
They
when
teachers
show
kindness,
gentleness
and
toward
students
through
understanding
the
students
teachers
do
not
only
have
teacher-student
age
differently
because
they
have
different
heredity
evaluation.
Profile of
Respondents
1.1 Age
1.2. Sex
1.3 Field of Discipline
undertaken
Independent Variables
II.
Variables
a.
b.
c.
d.
Personal and
Professional
Quality in terms of
Commitment
Knowledge of the
subject matter
Teaching Strategies
Learning
Management
Dependent
TEACHER PERFORMANCE
Figure 1
Conceptual Paradigm
Definition of Terms
discipline being
taken by students to attain a baccalaureate degree.
presentation of the
information of a teacher to the students regarding his/her
degree of
specialization.
ability in the
classroom.
performing her
responsibilities in the class such as delivering the lessons,
managing the
class,etc.
personality including
his/her beliefs, interests, attitudes and interrelation with
his/her students,
co-teachers, school administrators and non-teaching
personnel.
teacher in
delivering the subject matter.
Chapter III
Research Design and Methodology
also
the
perceptions
of
the
students
on
their
teachers
Instrumentation
The researcher used a survey questionnaire and evaluation form
to gather information of the students related factors such as age,
gender, and Field of Discipline.
The tool applied in gathering the data is the questionnaire.
Questionnaire. The questionnaire has a two parts. The first part
consist of the data asking for the respondents demographic profile
while the second part consist of the level of perception of the students
on the Personal and Professional quality of teacher.
The study utilized a five point Likert scale questionnaire on the
formulated factors raised in the statement of the problem. The Likert
scale was used to quantify the respondents responses on the level of
their perception on the personal and professional quality of their
teacher the factors ranging from a maximum of 5 presenting
agree,
agree,3,
uncertain,
disagree,
and
Strongly
minimum
of
Frequency
and
Percentage
Distribution
is
used
to
2.
Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter presents the results of the data gathered from the
respondents of this study. These results are presented in a tabular form
and with narrative interpretation.
Table 1
Respondents of the study
Population
Frequency
Percentage
Section A
25
62.50
Section C
15
37.50
Total
40
100
Table 2
Demographic Profile of the Respondent
Attributes
Frequency
Percentage
21-25
26
65
26-above
Total
14
40
35
100
Male
16
40
Female
Total
24
40
60
100
13
32.5
Math
Agriculture
5
8
12.5
20
Management
15
12.5
Computer
7.5
40
100
Age
Gender
Field of Discipline
Science
Total
Age
Mea
n
1. Commands respect by example in 4.88
appearance, manner, behavior and
language
2. Communicates
effectively
with 4.9
students
and
demonstrate
appropriate interactive skills
3. Approachable, cheerful
4.93
4. Engages
and
sustain
students 4.88
interest
5. Teacher should come to class on
4.93
time, well groomed (Punctuality,
neatness
TOTAL
4.90
Remar
ks
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongl
y
Agree
LEGEND:
4.21-5.0 : Strongly agree
3.41-4.20 : Agree
2.61-3:40 : Uncertain
1.81-2:60 : Disagree
1.0-1.80 : Strongly Disagree
The table shows that the among the personal qualities of a teacher,
being cheerful and being punctual and neat are the strongly agreed qualities
which has a mean of 4.93, while the while the least qualities are commands
respect by example and engages/sustains students interests. This implies
that teachers can really perform well in class and be respected by their
students if they are always well-groomed, punctual in coming to class,
cheerful and approachable.
Table 4A
Indicators
Mea
n
6. Teacher should always demonstrate 4.9
sensitivity to the students ability to
attend
and
absorb
content
information
7. Teacher must be sensitive to his/her 4.83
learning objectives
Remar
ks
Strongly
Agree
Strongly
Agree
Strongly
Agree
Strongly
Agree
4.87
4.88
4.88
4.87
Strongly
Agree
Strongl
y
Agree
LEGEND:
4.21-5.0 : Strongly agree
3.41-4.20 : Agree
2.61-3:40 : Uncertain
1.81-2:60 : Disagree
1.0-1.80 : Strongly Disagree
Table 4B
Perception of Respondent According to Professional Quality based
on knowledge of the subject of their Teacher
Indicators
1. Shows mastery of the subject matter
46
Mea
n
4.88
4.9
Remar
ks
Strongly
Agree
Strongly
Agree
4.93
Strongly
Agree
4.93
Strongly
Agree
4.88
Strongly
Agree
4.90
Strongl
y
Agree
LEGEND:
4.21-5.0 : Strongly agree
3.41-4.20 : Agree
2.61-3:40 : Uncertain
1.81-2:60 : Disagree
1.0-1.80 : Strongly Disagree
subject
to
practical
circumstances
and
learning
and
interpreted
as
Strongly
Agree
Teachers
should
Indicators
48
Mea
n
teaching 4.85
1. Teacher
should
create
strategies that allow students to practice
using
concepts
they
need
to
understands( interactive discussion)
Remar
ks
Strongly
Agree
4.8
Strongly
Agree
4.85
Strongly
Agree
4.9
Strongly
Agree
4.76
Strongly
Agree
4.83
Strongl
y
Agree
Remar
ks
Strongly
Agree
4.83
Strongly
Agree
4.85
Strongly
Agree
4.93
Strongly
Agree
4.8
Strongly
Agree
4.86
Strongl
y
Agree
LEGEND:
4.21-5.0 : Strongly agree
3.41-4.20 : Agree
2.61-3:40 : Uncertain
1.81-2:60 : Disagree
1.0-1.80 : Strongly Disagree
context
to
enhance
attainment
of
collective
learning
Table 4E
Perception of the Respondents of Their Teachers Performance
4.95
Outstandi
ng
4.98
Outstandi
ng
4.98
Outstandi
ng
Outstandi
ng
4.90
Outstandi
ng
Outstandi
ng
4.98
Outstandi
ng
4.95
Outstandi
ng
10.
Apply knowledge on social
learning in dealing with students
4.93
Outstandi
ng
TOTAL
LEGEND:
4.21-5.0 : Outstanding
3.41-4.20 : Very Satisfactory
2.61-3:40 : Satisfactory
1.81-2:60 : Fair
1.0-1.80 : Poor
4.93
4.96 Outstan
ding
for
their
performance
as
basically
Copico
(2004)
chapter
presents
the
summary,
conclusions,
and
Age
1.2.
Sex
1.3
Conclusion
To conclude, to be an effective teacher is not an easy task. In
fact, it is a complex process. It is not only concerned with success in
short-term, but also with appropriate values and success of long term
achievement. Effective teachers need to have good professional and
personal skills. Content knowledge, together with good planning, clear
goals
and
communication,
good
classroom
management
and
BIBLIOGRAPHY
Alton-Lee, A. (2003) Quality teaching for diverse students in
schooling: Best evidence synthesis, Wellington: Ministry of
Education.
Bandura, A. (1997) Self-efficacy: The exercise of control New
York: Freeman.
Borich, G.D. (2000) Observation skills for effective learning, 4
edit. Prentice Hall, UK
th
Staff
Development
for
Teaching
and