The Professional Attitude of Faculty Members2020

The Professional Attitude of Faculty Members in a Private University
Michelle B. Brina1,3, Mariae Joy A. Lacao1,3, Rowena J. Malbas1,3, Shiela N. Pineda1,3, John Paul
David C. Yago1,3, and Marilyn M. Obod1,2,3,4
1
College of Education
2
Research Development and Innovative Center
3
Our Lady of Fatima University
4
Research Adviser
October 2019
Endorsement
THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… ii
This thesis entitled “The Professional Attitude of Faculty Members in a Private University”
prepared by Michelle B. Brina et al. of BSSE 4-A in partial fulfillment of the requirements for the
degree Bachelor in Secondary Education major in English have been examined and now
recommended for Oral Examination.
This is to certify that Michelle B. Brina et al. are ready for the Oral Examination.
MARILYN MORALES- OBOD, LPT, ED. D

Adviser
This is to certify that the thesis “The Professional Attitude of Faculty Members in a Private
University” prepared and submitted by Michelle B. Brina et al. of BSSE 4-A, have successfully
passed the Oral Examination on October 9, 2019.
DOMINGO LANUNCIA, PH.D./ED.D. (CAND.)

Chair
YOLANDA P. BILGERA, LPT, PH. D CLARITA DJ TANGHAL, LPT, MA. ED

Member Member
ELMER S. HIDALGO, PH. D

Dean, College of Education
OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… iii
Certificate of Originality
We therefore proclaim that this study is our own work and that, as far as we could possibly know
and conviction. It contains no material recently distributed or composed by someone else nor
material to which to a generous degree has been acknowledged for honor of some other degree or
recognition of a college or other foundation of higher learning, except for where due affirmation
is made in the content.
We likewise announce that the intellectual content of this thesis is the product of our work, even
though we may have gotten help from others on style, understanding, introduction and language
articulation presentation and language expression.
Michelle B. Brina
Principal Investigator
Members
Mariae Joy A. Lacao
Maria Rowena J. Malbas
Shiela N. Pineda
John Paul David C. Yago
Marilyn M. Obod, Lpt, Ed.D

Adviser
October 9, 2019
Date

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… iv
Table of Contents
Endorsement ii
Certificate of Originality iii
Table of Contents iv
List of Table v
List of Figures vi
List of Appendices vii
Abstract viii
1.0 Introduction 1
2.0 Background 2
2.1 Theoretical Framework 2
2.2 Literature Review 4
2.2.1 Professional Attitudes 4
2.2.2 Professionalism 8
2.2.3 Attitude 8
2.3 Research Simulacrum 9
Research Questions 9
Hypotheses 9
3.0 Methodology 10
3.1 Research Design 10
3.2 Research Locale 10
3.3 Population and Sampling 10
3.4 Research Ethics 11
3.5 Research Instrument 12
3.6 Data Collection 13
3.7 Data Analysis 13
4.0 Results 14
5.0 Discussion 25
Conclusion 28
Recommendations 29
References 30
Appendices 33

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… v
List of Tables
Table 1: Teacher’s self-assessment on their professional attitude in terms of personality 14

Table 2: Teacher’s self-assessment on their professional attitude in terms of knowledge 15
Table 3: Teacher’s self-assessment on their professional attitude in terms of
managerial skills 16
Table 4: Teacher’s self-assessment on their professional attitude in terms
of communication skills 17
Table 5: Teacher’s self-assessment on their professional attitude in terms
of their personality; knowledge; managerial skills and communication skills 18
Table 6: Students assessment in the professional attitude of the faculty
members in terms of personality 19
members in terms of knowledge 20
members in terms of managerial skills 21
members in terms of communication skills 22
Table 10: Students assessment in the professional attitude of the faculty members
in terms of their personality; knowledge; managerial skills and
communication skills 23
Table 11: T-test result of the professional attitude of the faculty members as
perceived by the students and teachers themselves 24

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… vi
List of Figures
Figure 1: Framework for Effective Teacher 2

Figure 2: Perspectives of Professional Attitude 3
Figure 3: Research Simulacrum 9

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… vii
List of Appendices
Appendix A: Acknowledgement 33
Appendix B: Endorsement Letter 34
Appendix C: Letter of Permission to Conduct the Study 35
Appendix D: Letter of Permission to Use the Questionnaire 36
Appendix E: Permit to use the Research Tool 37
Appendix F: Letter of Request to the Respondents of the Study 38
Appendix G: Consent Form for the Respondents 39
Appendix H: Survey Questionnaire 41
Appendix I: Validation Letter 46
Appendix J: About the Researchers 47

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… viii
Abstract

Teaching is viewed as the noblest of all the profession and is named as the calling of the
prophets. This study was conducted to determine and compare the perception of the students and
teachers regarding the professional attitude of faculty members. A total of 160 students from 1st
year and 2nd year taking education and a total of 16 teachers were the respondents in an
autonomous private university. This research used a comparative research design and
quantitative method to gather numerical data. Survey Questionnaires were the research tool used
in data collection. (James Stronge of 2007) “The Qualities of Effective Teachers” was used to
guide this research. In his model, he suggests that professional attitude is one of the six
components to effective teaching that teachers must acquire to become effective. Alamgir Khan
and Dr. Salahuddin Khan’s (2016) “Perspectives of Professional Attitude” (1) personality; (2)
knowledge; (3) managerial skills; and (4) communication skills were also used as a guide to rate
the professional attitude of faculty members. The researchers analyzed and interpreted the
gathered data using the Statistical Package for Social Sciences (SPSS) version 21. Weighted
mean was used to describe the professional attitude of teachers and t-test of independent groups
was used to determine the significant difference between the assessment of the teachers and
students.
This study showed that the perception of students and teachers are almost the same
meaning there is a difference but not significant in the professional attitude of faculty members.
The students gave their teachers a rating of (3.56=SA) while the teachers gave themselves a rating
of (3.70=SA). To be precise, in the overall professional attitude of faculty members, both students
and teachers strongly agreed that these teachers in that private university acquires a professional
attitude in their teaching profession which makes them an effective teacher. The difference is
only shown in terms of knowledge with 3.84 as rated by the teachers and 3.56 with the students
and in managerial skills with a rating of 3.80 from the teachers and 3.61 from the students.
Therefore, we conclude that the Professional Attitude of teachers is one of the tools to
have a healthy and effective relationship between students and teachers. Personality, knowledge,
managerial skills and communication skills are influential factors that makes the learning process
successful and effective. This also proves that the professional attitude of teachers is essential to
help the students learn at their best and perform their utmost potential. This study will serve as a
guide to help those students who want to pursue education as their profession in the future and
will also help the teachers assess themselves and become aware of their professional attitude.

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… ix
Keywords: Professional Attitude, Professionalism, Attitude, Teachers

THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE… 1
1.0 Introduction
Teacher's role is both huge and valuable. It has a far-reaching impact on the lives of
others especially on the lives of every student and no other character can have a deeper impact
than a teacher (Shiben 2007.) Teachers are considered as the builders of the nation. Educating is a
profession which to a great extent relies on the attitude of an instructor. Teachers should become
effective in all aspects of the teaching and learning process. Professional attitude as stated by
(James Stronge, 2007) is one of the qualities of effective teachers. There are perspectives of
professional attitude; personality, knowledge, communication skills, and managerial skills. If
these perspectives of professional attitude are applied by the teachers during the class students
will become more inspired towards their performance in school (Khan A. & Khan S. 2016). As
indicated by Fehintola (2014), in a common classroom setting, a professional educator must
exhibit excellent attitudes in his/her teaching. Educators should demonstrate an attitude that will
transpose the three domains of learning; cognitive, affective and psychomotor.
The professional attitude of teachers has a great influence on the general

accomplishments of the students (Borko, 2004). Teachers who have an uplifting or professional
attitude towards their calling are more capable of helping the students achieve the objective, it is
essential in effective teaching. It makes the work simpler as well as it becomes more fulfilling
and professionally rewarding while negative attitudes shown in the school by educators may
bring about negative execution. Teachers who are lack of engagement, negative and who have
unfavorable attitude makes teaching harder, strenuous and substantial that shows a negative
professional attitude (Eggen and Kauchak of 2001). Educators need to improve or enhance their
professional attitude for bringing positive and advantageous changes in the educational system
(Villegas-Reimers,2003).
The purpose of this study is to determine and compare the professional attitude of
teachers as perceived by the students and the faculty members themselves. This study also aims to
see if there is a significant difference in terms of personality, knowledge, managerial skills and
communication skills as rated by the students and teachers themselves. This study will show how
important the professional attitude of teachers is, in the teaching profession. This will also help
students taking education to acquire a professional attitude in their future profession. This will not
just help the students but the teachers as well to assess themselves and become aware of their
professional attitude.

2.0 Background
2.1 Theoretical Framework
This study was designed to determine and compare the perception rated by both the
teachers and students regarding the professional attitude of the faculty members. In the 1st and
2nd editions of James Stronge's book "Qualities of Effective Teachers”, it is presented with the
context of a person which is the teacher. He said that the effectiveness of the teacher can be
defined in terms of the achievement of the students. He believes that there are six components of
teaching which are needed for it to become effective. (1) Role of Caring; (2) Fairness and
Respect; (3) Social interaction with Students; (4) Promoting Enthusiasm and Motivating
Learning;(5) Professional Attitude; and (6) Role of reflective practice. Below is the framework of
“The Qualities of Effective Teachers” and is a valid operational defining teacher efficiency that
includes all significant facets, it is a breakdown of attributes into subdomains (See Figure 1).
Figure 1: Framework for Effective Teacher
This study centers on the professional attitude of educators in the teaching and learning
process. He stated that professionalism or professional attitude is the commitment of a teacher to

the learners and the workplace. Teachers should think positively that all learners can learn despite
their differences and to make sure they have the chance to succeed and feel accountable. To make
it explicit Alamgir Khan a lecturer in Gomal University who has authored and co-authored over
40 researches, also, he’s studies circle around mostly in teachers and students and Prof. Dr.
Salahuddin Khan the Chairman, Dept. of Sports Sciences & P E Gomal University DIK
(Pakistan) stated that there are four main perspectives of teacher professional life. Alamgir Khan
and Dr. Salahuddin Khan stated these perspectives of professional attitude bellow (See figure 2).
Figure 2: Perspectives of Professional Attitude
Figure 2 shows the perspective of Professional Attitude with the four components; (1)
personality; (2) knowledge; (3) managerial skills; and (4) communication skills. Educators need
to maintain their personality because it is one of the key factors that enormously influence the
instructing and learning process. It implies that the relationship of personality between the teacher
and students in academics is important because their personality affects them (Binti and Othman,
2009). Next is knowledge, it is the teacher's greatest instrument. It will be simpler to guarantee
the learning atmosphere for learners if the teacher is knowledgeable and mastered in the field. It
will assist all learners to develop their skills and understand their duties. Teachers should have a
distinct understanding of how learners can be handled. A good-knowledge teacher is more
efficient than others (Johannes et al., 2010). The 3rd perspective is communication skills; these
are the skills that we use when providing and receiving various types of data. It is the ability to
communicate which involves listening, talking, watching and empathizing. Communication is a

dynamic process; it is a strong tool for effectiveness in teaching. If the message is clear,
understandable, conveyed and accepted in all kinds of situations and circumstances the
communication is effective (Monika Srivastava, NA). Lastly is the managerial skill it indicates
the abilities that educators should have embraced while teaching the learners. For a good teacher,
managerial skills are needed to control all elements of the students ' academics. The teacher must
set an efficient class routine to maintain class management. Lack of adequate or efficient routine
can lead to class mismanagement (Darciborden, 2013). Alamgir Khan expressed that to be an
effective instructor, the teachers need to have the accompanying classroom managerial skills; (1)
Authority; (2) Knowledge; (3) Individualization; (4) Time-management; and (5) Patience. “A
teacher who is proficient in all the perspective won't just appreciate the teaching profession,
however, can contribute more to the learning of students” (Khan A, and Khan S. of 2016)
Using the models stated above being an educator is not an easy task or profession to do
great responsibilities lies upon the teachers. According to (Marzano 2007, 2017), teaching is
tricky because it's both art and science. The recommended practices identified above will serve as
review, reminder, and tools for continuous improvement that teachers and school leaders can use
to enhance their effectiveness and to create positive learning experiences for their students and
are not intended to recommend what to do Provided which those components, it is understood
that professional attitude is one of the six components of the qualities of effective teachers with
its four perspectives; (1) personality; (2) knowledge; (3) managerial skills; and (4)
communication skills are all essential to make the teaching and learning process meaningful and
effective for the teachers and future educators.
2.2 Literature Review
2.2.1 Professional Attitudes
Professional attitudes relate to a person's punctuality in his field of endeavor. Professional

attitudes in terms of being on time in a job, college or conferences, such as regard for your co-
workers. To be considerate of other opinions, to adapt new environments to deal with others.
According to (fall 2005), Professional Attitudes helps maintain a good atmosphere. It enables us
to keep a healthy connection with others to avoid misunderstanding. Having a professional
attitude tends not only to maintain us in a healthy environment, but also to encourage us to
promote a position of sociable work and a relationship of good order. It gives you the ability to

learn from others and promote healthy relationships and help you learn. He/she is attentive and
sees what should be done; a professional is capable and does what ought to be done (conveying
the instruments and apparatuses, for instance) (Dr. Don Stierma 3028 BOL 2005)
Professional attitude as stated by (James Stronge, 2007) is one of the qualities of effective
teachers. There are perspectives of professional attitude; personality, knowledge, communication
skills, and managerial skills. If these perspectives of professional attitude are applied by the
teachers during the class students will become more inspired towards their performance in school
(Alamgir Khan 2016).
Professional Attitude is showing his/her abhorrence, sentiments, feelings or conduct

towards teaching and learning. Professional Attitude of educators plays an essential role in
molding the practices of learners (Carr of 1999).” It needs to be enhanced or improved for
bringing positive modifications in the educational system” (Villegas-Reimers, 2003).
Personality
"Personality comprises stable characteristics that clarify why an individual behaves in a
particular way." (Mullins, 2005 Pp-58) According to the Encyclopedia of Personality
Psychology, it refers to individual differences in distinctive patterns of thinking, feeling,
and behavior. Personality is a person's distinct feature, the ability to recognize the
characteristics that an individual may possess. Maintenance of personality is among the
key factors that enormously influence the instructing and learning process. It implies that
the relationship of personality between the teacher and students in academics is important
because their personality affects them. (Othman, 2009)
Arif (2012) gave a further explanation of the accompanying fundamental personality

characteristics;
1. Conscience: dependable, hard-working, organized, self-disciplined, persistent,
responsible
2. Emotional stability: Calm, secure, happy, unworried
3. Agreeable: Co-operative, warm caring, good-natured, Courteous trusting
4. Extravert: Sociable, outgoing, talkative assertive, Gregarious
5. Openness to experience: curious, intellectual, creative, cultural, artistic, sensitive,
imaginative flexibility

Knowledge
Knowledge also defines in Webster as “The fact or state of being acquainted with
something gained through experience or education.” Knowledge is the acquired
understanding of a person to something that he\she experiences in their life. Knowledge
regenerates the interpretation of how we understand things.

Knowledge is both the subject knowledge and general knowledge. Without knowledge of
the subject, it is difficult for teachers to teach and motivate the students of Eggen, P &
Kauchak, D. (2001). The teacher must be a knowledgeable person. Teachers having more
knowledge can easily satisfy and motivate the students toward their academic
achievement.

Knowledge is a teacher's greatest instrument. It will be simpler to guarantee the learning
atmosphere for learners if the teacher is knowledgeable and mastered in the field. It will
assist all learners to develop their skills and understand their duties. The teacher has a
distinct understanding of how learners can be handled. The good-knowledge teacher is
more efficient than others. (Johannes et al., 2010)

Knowledge means information about something. Knowledge is one of the key
components of teachers ' professional attitude. The teacher with excellent understanding
and knowledge of the subject area can easily encourage the achievement of the learners.
(Unlu, H., Sunbul et al., 2008)
Communication Skills
According to Indeed Career Guide 2000, Communication skills are skills that you use
when providing and receiving various types of data. The ability to communicate involves
listening, talking, watching and empathizing. Communication abilities are the capacity of
others to comprehend and understand. You can readily obtain data by using
communication skills.
Communication is a dynamic process, a strong tool for effectiveness in teachers is having
good communication skill. If the message is clear, understandable, conveyed and

accepted in all kinds of situations and circumstances the communication is effective.

(Monika Srivastava, NA)
Effective teachers within the school must exercise excellent communication abilities
(Mortimer and Scott, 2002). The teacher is accountable for feeding the class with
different styles on how to communicate, according to Driver et al. (1999). To express
communication in distinct ways, the teacher can use charts, pictures, recordings, and
tables. Furthermore, communication skills of teachers are important in teaching the
learners. (McCarthy and Carter, 2001).
Teachers with good communication always makes things simpler and easier to
understand (Freddie Silver). For a teacher, effective communication skills are crucial in
communicating education, managing classrooms, and interacting with class learners.
Teachers must educate learners with distinct approaches to thinking. To teach according
to the students ' ability and capacity, a teacher must embrace such communication skills
that motivate the learners towards their learning process.
Managerial Skills
Management skills indicate the abilities that the educators have embraced while teaching
the learners. For a good teacher, managerial skills are needed to control all elements of
the students ' academics. The teacher must set an efficient class routine to maintain class
management. Lack of adequate or efficient routine can lead to class mismanagement.
(Borden, 2013).
Class management is a critical teaching component. The teacher feels pressured and
burdened with how to create efficient, learning-friendly classroom management. Teacher
with good management abilities tends to make the classroom more convenient and the
learners can readily be satisfied. Bob Kizlik (2014) also proposed the following as
effective management of the classroom; (1) know what you want and what you don't
want; (2) show and tell your students what you want. (3) recognize it when you get what
you want. (4) act swiftly and reasonably when you get something else.
For powerful educating, it isn't enough to have a good direction or command on the
concerned subject. An effective educator is fundamentally expected to keep up the

disciplined routine in the class. Alamgir Khan (2016) expressed that to be an effective
instructor, the teachers need to have the accompanying classroom managerial skills; (1)
Authority; (2) Knowledge; (3) Individualization; (4) Time-management; and (5) Patience.
2.2.2 Professionalism
Professionalism is the endearment used to "define the quality of service," it means

interpreting how the staff does their jobs over the years, also about how a person demonstrates his
or her traits or characteristics in the profession. (Hoyle, 2001)
Socket of 1996 added that professionalism is about "quality of practice" and that it took a lot of
practice, time and experience to be professional in the field
(Evetts of 2009, Koster of 2002 and Hargreaves of 2000) defined the following:
Profession is defined as a distinct category of occupational work.
Professionalization is when a person acquires, seeks and maintains the attributes of a

profession in a process. "Professionalism is the combination of one person's attitudes and conduct
towards another job.” (Boyt, Lusch and Naylor’s 2001)
Professionalism is conduct and a frame of mind of somebody in a work or business

environment. It prompts working environment achievement, a professional reputation and a high
level of work ethic and a hard-working attitude and excellence. (Career & Professional Dev. St
Virginia tech.)
2.2.3 Attitude
Attitudes assume a significant role in teaching that is the reason there have been various
meanings of what an attitude is. Attitude might be characterized as the inclination of propensity to
respond ordinarily towards a given situation, circumstance or worth, more often is accompanied
by emotion and feelings (Carter V. Good).
The attitude of the teacher greatly influences the efficiency and conduct of the learners.
Teacher should teach with enthusiasm and honesty to make the learners feel more comfortable in
the classroom and promote them to perform well within the classroom. (Eggen & Kauchak, 2001)


Attitudes are essential for educational psychology because they have a strong impact on
children's thinking skills and social ideas. Teacher attitudes have a major impact on the
performance of the student as well as on their performance. Teachers need to educate learners
with concern and so that the students ' attention is focused on them. (Eggen & Kauchak, 2001)
2.3 Research Simulacrum
Figure 3: Research Simulacrum
Figure 3 shows the research simulacrum of the study. This research simulacrum
has shown the faculty members’ professional attitude with the components below; personality;
knowledge; communication skills and managerial skills. Below are the two variables to compare;
teachers and students. This shows the perception of both teachers and students towards the
professional attitude of the faculty members.
Research Question 1: What is the professional attitude of the teachers as rated by themselves?
Research Question 2: What is the professional attitude of the teachers as rated by the students?
Research Question 3: Is there a significant difference between the ratings of teacher and students
on the professional attitude of the teacher?
Hypothesis: There is no significant difference between the ratings of teacher and students on the
professional attitude of teachers.

3.0 Methodology
3.1 Research Design
This research used comparative research design because the purpose of the study is to
compare two variables the teachers and the students. Quantitative method is also used because it
includes the gathering of numerical data, with the use surveys and questionnaires. This implies
that quantitative research collects quantifiable information that can be used by data assessment to
statistically infer on the participants. (Calderon, 2008)

The study's primary aim is to gather information to test the hypotheses or answer the
research questions. This research used two (2) questionnaires, the learners being the first
respondents and the faculty members being the second with the same items and content which
will be used as a tool for information collection. Based on respondents ' answers, the researchers
can define and compare the perception of students and teachers in the professional attitude of
faculty members.

3.2 Research Locale
The research was performed along Regalado Avenue, Novaliches, Quezon City, Metro
Manila at a certain private autonomous university. It provides the following courses such as
Information Technology, Criminology, Corporate Marketing Management, Secondary and
Elementary Education, Medical Technology, Nursing, Pharmacy, Accountancy, Travel
Management, Hotel and Restaurant Management, Biology, and Computer Science that has
different classes regular or irregular.
3.3 Population and Sampling
This research used purposive sampling, a method in which researchers depend on their
judgment when selecting to engage in the research as members of the population. (Bernard,
2002).

Purposive sampling is when researchers think thoroughly on how a sample population

will be established, even if it is not statistically representative of the larger population at hand. As
the name indicates, researchers went on purpose to this group because they believe they fit the
description of the people they need. (Ben Foley 2018)
This study's target population and respondents were all students taking Education in first-
or second-year at a chosen private university and their corresponding teachers. The first-and
second-year students ' general population is 182. First-year students are 103 while second-year
students are 79. The other respondents are the professors 9 from the 1st year and 8 from the 2nd
year with a total number of 17 teachers. The researchers set different criteria in selecting the
respondents that suit to the study to gather in-depth information: [1] female or male [2] first- and
second-year students [3] taking up secondary or elementary education [4] willing to participate
while for the teachers the criteria is [1] working as a professor regardless of age and teaching
experience. Those respondents who are fit with the purposes of the study and specific inclusion
will be the participant while those who are not fit in the study and those who are absent or on
leave are excluded.
A total of 160 students form the 1st and 2nd-year level and 16 teachers are the
respondents of the study who are present during the collection of data.
3.4 Research Ethics
Research ethics exist to ensure that the principles of justice, integrity, and prevention of
harm are maintained using agreed criteria. Though there are many subtleties and diversities, these
principles are universal, and how principles are grasped, interpreted, and practiced can differ from
location to location (Ulrich 2003). The researchers followed the research standards or ethical
precautions. Applications and consent forms were sent to the individuals engaged in the research.
A letter of consent to the college where the research was carried out; letter of permission for the
author to use the questionnaire; Permission for the respondents. It is a voluntary participation; it is
the student’s decision whether to participate or not. By participating in this research, the
respondent is not subject to any risk. The questionnaires are not sensitive therefore it is not
subjectivist.

It shows that in consideration of the individuals, the respondent should be handled

anonymously with the right and liberty to engage or not. Researchers ensure that the data
collected from the participants will be kept confidential and private and used for study purposes
only. The questionnaires were submitted to the program head to see whether the questionnaire
was thorough and whether it covered the study's objective. The researchers first requested the
author's approval to use or rephrase anything that the researchers need and do not plagiarize any
content in the research study and the answered survey questionnaires will be disposed of by
shredding.
Appropriate citation of writers or authors based on American Psychological Association

(APA) references have been recognized then the researchers sent all the letters with the
application for ethical review to the Research Development and Innovation Center (RDIC). The
letter of consent and approval documents were obtained as shown in the Appendices.
3.5 Research Instrument
This study used an adapted questionnaire using the following research tools: personality,
knowledge, managerial skills and communication skills as part of the professional attitude of
teachers. Questionnaire by Alamgir Khan, based on the research, “IMPACT OF TEACHER
PERSONALITY ON THE ACADEMICS OF THE STUDENTS (2016)”

The first instrument will be answered by the faculty members and is used to rate
themselves. Four tables are consisting of the four components as indicated by (Mr. Alamgir
Khan2016). There are 9 items about personality; 4 items to knowledge; 12 items to managerial
skills and 9 items to communication skills as part of the professional attitude of teachers with a
total of 34 items to evaluate the professional attitudes of the teacher. Items have been placed in 4-
point Likert scale from level 1= strongly disagree; 2= disagree;3= agree; and 4= strongly agree.

The second research instrument will be answered by the learners to rate their professors
in terms of their professional attitude. There are 34 items and were put in 4-point Likert scale
from 1= strongly disagree; 2= disagree;3= agree; and 4= strongly agree.


The direction on how to respond to the questionnaire was included in the tool. Permission
to use the questionnaire was secured, as shown in the Appendices. A request letter for the use of
the questionnaire was also included.

3.6 Data Collection
Questionnaires were used to collect data. Gall (2007) asserted that the used of
questionnaires was appropriate in providing valid assessment of variables to be studied. It is a
way to obtain answers to problems by using a form filled in by the respondent (Goode and Hatt).
To collect data, the researchers made permission to the author of the questionnaire: Professional
Attitude of Teachers by Mr. Alamgir Khan to be answer by the respondents, letter for the school
where to conduct the study and letter for the respondents.
The researcher went along Regalado Avenue, Novaliches, Quezon City, Metro Manila.
Upon approval, during class hours the researchers explained well to the respondents what they
needed to do and briefed them on how to answer the questionnaire. After that, the researchers
distributed 160 copies of questionnaires to accommodate all the present 1st and 2nd year students
and 16 copies for the teachers and let them answer the question honestly. Respondents were asked
to indicate to what extent they agree with the questionnaire items or disagree with them. The
exam took place in the presence of the researchers and the teacher in a 30-minute learning
session. The researchers ensured that only for study purposes were the collected information
used.
3.7 Data Analysis
Specific steps were used based on the study issues to guarantee a valid, accurate and
objective assessment and interpretation of information. The following statistical instruments have
been used: The researchers used version 21 of the Statistical Package for the Social Science
(SPSS) to analyze and to interpret the data. Weighted mean was used to describe the professional
attitude of teachers. T- test of independent groups was used to determine the significant

difference between the assessments of teachers and students on the professional attitude of faculty
members.

4.0 Results
4.1 Teachers Self-Assessment in their Professional Attitude
Research Question 1: What is the professional attitude of the teachers as assessed by themselves?
Table 1
Teacher’s self-assessment on their professional attitude in terms of personality.
Teachers Over
Item A B C D E F G H I J K L M N O P
1. 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 3.94
2. 4 4 4 4 4 4 3 4 3 3 3 3 4 4 4 3 3.63
3. 4 3 4 4 3 4 4 3 4 4 4 4 4 4 4 4 3.81
4. 4 3 4 2 3 4 3 3 2 3 2 4 2 4 2 4 3.06
5. 4 3 4 4 4 4 4 3 3 3 2 4 4 4 2 4 3.50
6. 4 4 4 4 4 3 4 3 2 2 3 4 4 4 2 4 3.44
7. 4 4 4 4 3 4 3 3 3 4 4 4 3 4 4 4 3.69
8. 4 3 4 2 4 4 2 3 3 4 3 4 2 4 2 4 3.25
9. 4 4 4 4 3 4 4 3 3 4 3 4 3 4 4 4 3.69
Composite
Weighted 4 3.63 4 3.56 3.56 3.89 3.44 3.22 2.89 3.44 3.11 3.89 3.33 4 3.11 3.89 3.56
Mean
Legend: 1.00- 1.75 - Strongly Disagree 1.76-2.50 – Disagree 2.56-3.25 – Agree 3.26-4.00 - Strongly Agree

Table 2
Teacher’s self-assessment on their professional attitude in terms of knowledge.
Teachers Over
1. 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 3.94
2. 4 4 3 4 4 4 4 3 4 4 4 4 4 4 4 4 3.88
3. 4 3 4 4 3 4 4 3 3 4 4 4 4 4 4 4 3.75
4. 4 3 4 4 3 4 4 3 4 4 4 4 4 4 4 4 3.81
Composit
e
4 3.5 3.75 4 3.5 4 4 3.25 3.5 4 4 4 4 4 4 4 3.84
Weighted
Mean

Table 3
Teacher’s self-assessment on their professional attitude in terms of managerial skills.
Teachers Over
1. 4 3 4 4 3 4 4 4 3 4 4 4 3 4 4 4 3.75
2. 4 3 3 4 3 4 4 4 4 3 4 4 3 4 4 4 3.69
3. 4 4 4 4 4 4 4 3 3 4 4 4 4 4 4 4 3.88
4. 4 3 3 4 3 4 4 4 3 4 3 4 3 4 4 4 3.63
5. 4 3 4 4 3 4 4 3 4 4 4 4 4 4 4 4 3.81
6. 4 4 4 4 4 4 4 4 3 4 3 4 4 4 4 4 3.88
7. 4 3 4 4 3 4 4 3 4 4 4 4 4 4 4 4 3.81
8. 4 4 3 4 4 4 4 4 3 3 3 4 4 4 4 4 3.75
9. 4 3 3 4 3 4 3 4 3 4 3 4 4 4 4 4 3.63
10. 4 3 3 4 3 4 4 3 3 3 4 4 4 4 4 4 3.63
11. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
12. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
Composite
Weighted 4 3.42 3.58 4 3.42 4 3.92 3.67 3.42 3.75 3.67 4 3.75 4 4 4 3.8
Mean
Table 4
Teacher’s self-assessment on their professional attitude in terms of communication skills.

Teachers Over
1. 4 3 4 4 3 4 4 3 3 4 4 3 4 4 4 4 3.69
2. 4 3 3 4 3 4 4 3 3 3 4 4 4 4 4 3 3.56
3. 4 3 4 4 3 4 4 4 3 3 4 4 3 4 4 4 3.69
4. 4 3 4 4 3 4 4 4 3 4 4 4 4 4 4 4 3.81
5. 4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 3 3.88
7. 4 3 4 2 3 4 4 4 4 4 4 4 3 4 4 3 3.63
8. 4 3 3 4 3 4 4 4 4 4 4 4 3 4 4 4 3.75
9. 4 3 3 4 3 4 4 4 4 4 4 4 4 4 4 4 3.75
10. 4 3 3 4 3 4 4 4 4 3 4 4 3 4 4 4 3.56
Composite
Weighted 4 3.11 3.67 3.78 3.11 4 3.78 3.78 3.22 3.67 4 3.89 3.56 4 4 3.67 3.7
Mean
Table 5
Teacher’s self-assessment on their professional attitude in terms of their personality; knowledge;
managerial skills and communication skills.
Personality Knowledge Managerial Skills Communications Over-All

Teacher
WM VI WM VI WM VI WM VI WM VI
A 4 SA 4 SA 4 SA 4 SA 4 SA

B 3.63 SA 3.50 SA 3.42 SA 3.11 A 3.41 SA

C 4.00 SA 3.75 SA 3.58 SA 3.67 SA 3.75 SA
D 3.56 SA 4.00 SA 4.00 SA 3.78 SA 3.60 SA
E 3.56 SA 3.50 SA 3.42 SA 3.11 A 3.54 SA
F 3.89 SA 4.00 SA 4.00 SA 4.00 SA 3.79 SA
G 3.44 SA 4.00 SA 3.75 SA 3.67 SA 3.66 SA
H 3.22 A 3.25 A 3.67 SA 3.78 SA 3.48 SA
I 2.89 A 3.50 SA 3.42 SA 3.22 A 3.26 SA
J 3.44 SA 4.00 SA 3.75 SA 3.67 SA 3.72 SA
K 3.11 A 4.00 SA 4.00 SA 4.00 SA 3.78 SA
L 3.89 SA 4.00 SA 4.00 SA 3.89 SA 3.94 SA
M 3.33 SA 4.00 SA 3.75 SA 3.56 SA 3.66 SA
N 4 SA 4 SA 4 SA 4 SA 4 SA
O 3.11 A 4.00 SA 4.00 SA 4.00 SA 3.78 SA
P 3.89 SA 4.00 SA 4.00 SA 3.67 SA 3.89 SA
Over-all 3.56 SA 3.84 SA 3.80 SA 3.70 SA 3.70 SA
4.2 Students Assessment in the Professional Attitude of the Faculty members.
Research Question 2: What is the professional attitude of the teachers as assessed by the
students?
Table 6
Students assessment in the professional attitude of the faculty members in terms of personality.
Teachers Over
1. 3.35 3.75 3.56 3.5 3.78 3.62 3.76 3.47 3.71 3.64 3.51 3.65 3.96 3.6 3.9 3.33 3.63
2. 3.42 3.43 3.62 3.37 3.65 3.76 3.66 3.31 3.73 3.64 3.47 3.33 3.85 3.44 3.86 3.33 3.55
3. 3.3 3.5 3.51 3.4 3.74 3.57 3.53 3.52 3.35 3.27 3.49 3.57 4 3.51 3.83 3.22 3.52
4. 3.02 3.07 3.3 2.94 3.39 3.26 3.38 3.33 3.13 3.18 3.56 3.55 3.81 3.27 3.76 3.22 3.32

5. 3.42 3.74 3.82 3.44 3.74 3.9 3.78 3.62 3.87 3 3.53 3.57 3.96 3.65 3.83 3.22 3.63
6. 2.69 2.78 3.01 2.4 3.35 2.73 3.03 2.93 2.9 3 3.31 3.35 3.77 3.35 3.69 2.89 3.07
7. 3.32 3.51 3.7 3.08 3.83 3.8 3.81 3.41 3.42 3 3.44 3.49 3.85 3.44 3.72 3.44 3.52
8. 3.1 3.29 3.31 2.96 3.7 3.29 3.54 3.33 3.71 3 3.37 3.61 3.81 3.56 3.79 3.44 3.43
9. 3.19 3.11 3.25 3.23 3.48 3.32 3.44 3.45 3.13 3 3.33 3.33 3.69 3.25 3.59 2.89 3.29
Composit
e
3.25 3.35 3.45 3.15 3.63 3.47 3.55 3.38 3.44 3.19 3.45 3.49 3.85 3.45 3.77 3.22 3.46
Weighted
Mean
Table 7
Students assessment in the professional attitude of the faculty members in terms of knowledge.
Teachers Over
1. 3.41 3.87 3.82 3.77 3.74 3.81 3.84 3.66 3.71 3.45 3.28 3.43 3.96 3.42 3.86 3.56 3.66
2. 3.30 3.76 3.64 3.33 3.74 3.81 3.81 3.57 3.77 3.45 3.56 3.41 3.88 3.47 3.83 3.56 3.62
3. 3.18 3.41 3.51 3.19 3.78 3.49 3.68 3.50 3.58 2.09 3.40 3.51 3.88 3.44 3.83 3.44 3.43

4. 3.28 3.49 3.52 3.17 3.74 3.46 3.61 3.55 3.81 3.00 3.51 3.53 3.88 3.51 3.76 3.56 3.52
Composite
Weighted 3.34 3.63 3.62 3.37 3.75 3.64 3.73 3.57 3.72 3.00 3.44 3.47 3.90 3.46 3.82 3.53 3.56
Mean
Table 8
Students assessment in the professional attitude of the faculty members in terms of managerial
skills.
Teachers Over
1. 3.27 3.49 3.51 3.69 3.7 3.81 3.63 3.72 3.55 3 3.42 3.33 3.96 3.25 3.66 3.56 3.53
2. 3.4 3.44 3.64 3.9 3.7 3.81 3.64 3.81 3.58 3.18 3.51 3.41 4 3.35 3.76 3.53 3.6
3. 3.57 3.56 3.65 3.54 3.87 3.66 3.67 3.71 3.65 3.18 3.56 3.71 3.96 3.62 3.83 3.67 3.65
4. 3.28 3.52 3.56 3.88 3.7 3.87 3.43 3.74 3.87 3.18 3.42 3.31 3.96 3.38 3.79 3.3 3.57
5. 3.32 3.58 3.78 3.5 3.74 3.76 3.78 3.67 3.87 3.18 3.37 3.55 4 3.55 3.76 3.44 3.62
6. 3.66 3.79 3.75 3.9 3.74 3.54 3.84 3.78 3.58 3.18 3.44 3.49 3.96 3.55 3.79 3.56 3.66
7. 3.41 3.57 3.66 3.21 3.78 3.55 3.61 3.62 3.9 3.18 3.35 3.33 3.96 3.56 3.76 3.33 3.55
8. 3.17 3.46 3.61 3.67 3.57 3.47 3.59 3.66 3.55 3.18 3.35 3.57 4 3.51 3.69 3.44 3.53
9. 3.57 3.73 3.55 3.69 3.74 3.65 3.78 3.81 3.65 3.18 3.37 3.65 4 3.54 3.76 3.33 3.63
10. 3.58 3.75 3.79 3.56 3.78 3.89 3.66 3.66 3.81 3.18 3.47 3.71 3.92 3.55 3.79 3.56 3.67
11. 3.65 3.74 3.79 3.73 3.83 3.91 3.74 3.79 3.87 3.18 3.37 3.76 3.96 3.69 3.86 3.67 3.72
12. 3.72 3.85 3.61 3.73 3.78 3.87 3.59 3.72 3.94 3.18 3.4 3.49 3.96 3.51 3.72 3.33 3.65
Composite 3.47 3.62 3.66 3.67 3.74 3.73 3.66 3.72 3.73 3.17 3.42 3.53 3.97 3.5 3.76 3.46 3.61

Weighted
Mean
Table 9
Students assessment in the professional attitude of the faculty members in terms of
communication skills.
Teachers Over
1. 3.14 3.48 3.7 3.5 3.83 3.64 3.63 3.66 3.42 3.18 3.37 3.47 3.88 3.44 3.76 3.44 3.53
2. 3.12 3.41 3.55 3.54 3.61 3.66 3.66 3.59 3.52 3.18 3.44 3.43 3.92 3.35 3.83 3.56 3.52
3. 3.12 3.73 3.75 3.63 3.87 3.92 3.83 3.76 3.9 3.18 3.49 3.61 3.96 3.55 3.76 3.56 3.66
4. 3.62 3.7 3.71 3.69 3.78 3.73 3.71 3.6 3.65 3.18 3.53 3.51 4 3.53 3.79 3.56 3.64
5. 3.4 3.66 3.67 3.46 3.78 3.82 3.65 3.72 3.77 3.18 3.42 3.69 3.92 3.65 3.83 3.56 3.64
6. 3.33 3.73 3.82 3.67 3.87 3.78 3.75 3.83 3.58 3.18 3.51 3.63 4 3.49 3.79 3.67 3.66
7. 3.57 3.45 3.65 3.48 3.83 3.74 3.71 3.66 3.94 3.18 3.51 3.63 4 3.47 3.86 3.56 3.64
8. 3.63 3.72 3.75 3.9 3.83 3.74 3.58 3.72 3.55 3.18 3.56 3.65 4 3.44 3.79 3.44 3.66
9. 3.26 3.52 3.55 3.25 3.74 3.42 3.55 3.72 3.65 3.18 3.44 3.49 3.96 3.38 3.9 3.67 3.54
Composite
Weighted 3.35 3.6 3.69 3.57 3.79 3.72 3.67 3.7 3.66 3.18 3.48 3.57 3.96 3.48 3.82 3.56 3.61
Mean

Table 10
Students assessment in the professional attitude of the faculty members in terms of their
personality; knowledge; managerial skills and communication skills.
Teachers Personality Knowledge Managerial Skills Communication Skills Over-all

WM VI WM VI WM VI WM VI WM VI
A 3.25 A 3.34 SA 3.47 SA 3.35 SA 3.35 SA
B 3.35 SA 3.63 SA 3.62 SA 3.60 SA 3.55 SA
C 3.45 SA 3.62 SA 3.66 SA 3.69 SA 3.61 SA
D 3.15 A 3.37 SA 3.67 SA 3.57 SA 3.44 SA
E 3.63 SA 3.75 SA 3.74 SA 3.79 A 3.73 SA
F 3.47 SA 3.64 SA 3.73 SA 3.72 SA 3.64 SA
G 3.55 SA 3.73 SA 3.66 SA 3.67 SA 3.65 SA
H 3.38 A 3.57 SA 3.72 SA 3.70 SA 3.59 SA
I 3.44 A 3.72 SA 3.73 SA 3.66 A 3.64 SA
J 3.41 SA 3.00 A 3.17 A 3.18 A 3.19 A
K 3.49 A 3.47 SA 3.53 SA 3.57 SA 3.51 SA
L 3.45 SA 3.44 SA 3.42 SA 3.48 SA 3.44 SA
M 3.85 SA 3.90 SA 3.97 SA 3.96 SA 3.92 SA
N 3.45 SA 3.46 SA 3.50 SA 3.48 SA 3.47 SA
O 3.77 SA 3.82 SA 3.76 SA 3.82 SA 3.79 SA
P 3.22 A 3.53 SA 3.46 SA 3.56 SA 3.44 SA
Over-all 3.46 SA 3.56 SA 3.61 SA 3.61 SA 3.56 SA

4.3 Test of Significant Difference Between the Assessments of Teachers and Students on the
Professional Attitude of Faculty Members.
Research Question 3: Is there a significant difference between the ratings of teacher and students
on the professional attitude of the teacher?
Table 11
T-test result of the professional attitude of the faculty members as perceived by the students and
teachers themselves.
T-test for Equality of Means

Weighted
Group N
Mean t df P-value Decision
Conclusion
Teacher 16 3.56
Personality 1.017 30 0.32 Accept Ho Not Significant
Student 160 3.46
Teacher N 3.84
Knowledge 3.345 30 0.00 Reject Ho Significant
Student 3.56
Teacher 16 3.80
Managerial 2.472 30 0.02 Reject Ho Significant
Student 160 3.61
Teacher N 3.70
Communication .917 30 0.37 Accept Ho Not Significant
Student 3.61
Teacher 16 3.70
ATTITUDE 2.092 30 0.05 Accept Ho Not Significant
Student 160 3.56

5.0 Discussion
Table 1 shows the first perspectives of professional attitude, the personality by Alamgir
Khan which comprises 9 items. The table shows the overall mean (3.56) or strongly agree in
terms of the overall personality of the teachers. Item number 1 “I maintain and take care of my
personalities “has the highest rating of (3.94) which states that teachers strongly agree in terms of
taking good care of their personalities while item number 4 “I remain dominant during the
teaching” has the lowest rating of (3.06) or agree as the verbal interpretation meaning the
teachers indicated that there are times during teaching and learning process that they are not
always dominant.
Table 2 reveals the second perspective of professional attitude, the knowledge which
comprises 4 items. The overall weighted mean assessment of teachers is (3.84) which means the
teachers strongly agreed in terms of how they follow the outlines with full interest, the way they
provide updated information’s in the classroom while teaching, their students were taught
theoretically and functionally and to increase the interest and knowledge level of the students
they gave practical example during the lectures. Item number 1 “Outlines are followed with full
interest” got the highest rating of (3.94) while item number 3 “Students are taught theoretically
as well as functionally. “got the lowest rating of (3.75).
In Table 3, twelve items pertain to managerial skills as part of the professional attitude of
teachers. Two items got the highest rating of (4) with the verbal interpretation of strongly agree.
Item number 11” I show respect towards my students and encourage them in all affairs of
study.” and item number 12 “I give positive response to my students on the work they do.” while
it shows that from items 1-12 three items got the lowest rating of (3.63) but still states the verbal
interpretation of strongly agree, item number 4 “All types of academic activities are well
organized.” item number 9 “I concentrate equally on students during the lectures. ‘and item
number 10 “Fair behaviors are adopted in examinations.” The overall weighted mean is (3.80) in
terms of managerial skills with the interpretation of strongly agree.
Table 4 shows that 9 items belong to communication skills as part of the professional
attitude of teachers. The overall weighted mean is (3.70) with the interpretation of strongly agree.
It reveals that from items 1-9 the highest-rated item is item number 5 “I avoid harsh language
during class.” with the rating of (3.88) it says that from teacher A up to teacher P they gave

themselves a rating of 3 or 4 that states they all avoid harsh, rude or sharp languages while on
class. Item numbers 2 and 9 “I use variety of methods during the lectures.” and “All courses are
completed well in time.” got the same rating of (3.56) which is the lowest rated item.
Table 5 shows the four perspectives of teachers’ professional attitude; (1) personality; (2)
knowledge; (3) managerial skills; and (4) communication skills as assessed by the teachers
themselves and the corresponding verbal interpretation. The highest-rated component in the
overall assessment of teachers is knowledge with (3.84= SA), second is the managerial skills with
(3.80 = SA), next is communication skills with (3.70 = SA) and lastly the personality with (3.56 =
SA) with the overall weighted mean of (3.70 = SA). As a result, it is indicated that almost all the
teachers from teachers A to teacher P strongly agreed and that each of them acquires the four
components of professional attitude as shown in their assessments. This proves that these teachers
of that autonomous private university manifest a successful and effective teaching according to
(Chek & Pandey of 2016).
Table 6 shows the assessment of the students on the professional attitude of the teachers
in terms of personality with the overall weighted mean (3.46) with verbal interpretation of
strongly agree. Item number 1 “Maintain and take care of my personalities.” and item number 5
“Students are friendly treated in classes as well as in the department.” got the highest and the
same rating of (3.63) with verbal interpretation of strongly agree while item number 9 “Errors
and omissions of my students are properly and regularly checked and removed.” got the lowest
rating of (3.29) strongly agree.
Table 7 reveals the assessment of the students on the professional attitude of the
teachers in terms of knowledge. To compare the ratings, item number 1 “Outlines are
followed with full interest.” got the highest rating of (3.66) while item number 3
“Students are taught theoretically as well as functionally” got the lowest rating. The
over-all weighted mean for this table is (3.56) with strongly agree as the interpretation.
According to (Eggen, P & Kauchak, D. 2001) Knowledge is both the subject knowledge
and general knowledge. The teacher must be a knowledgeable person because more
experienced teachers can easily satisfy the students and inspire them towards their
academic achievement.

In Table 8, there are 12 items pertaining to managerial skills as part of the professional
attitude of teachers as rated by the students, (3.72) is the highest rating which is in item number
11 “I show respect towards my students and encourage them in all affairs of study.” while item
number 1 “My classes are well managed.” and item number 8 “Academic activities are regularly
evaluated.” has the lowest rating of (3.53) with the over-all weighted mean of (3.61). For more
effective educating, it isn't enough to have a good direction or command on the concerned
subject. An effective educator is fundamentally expected to keep up the disciplined routine in the
class (Okeley, 2010). Alamgir Khan expressed that to be an effective instructor, it is vital for the
teachers to have the accompanying classroom managerial skills; (1) Authority; (2) Knowledge;
(3) Individualization; (4) Time-management; and (5) Patience. It is also necessary for a teacher to
create a warm climate and a well-managed classroom for making the teaching and learning
process interesting (Chelo et al., 2009) Teachers should continue in maintaining the disciplined
routine in the class, academic activities should be evaluated regularly.
Table 9 shows the students’ assessment in the professional attitude of the faculty
members in terms of communication skills. Three items got the highest ratings of (3.66), item
number 3 “I use well understandable language during the lectures.” item number 6 “I remain
confined to their topics during classes” and item number 8 “Lectures given is according to the
abilities and capabilities of the students.” while item number 2 “I use variety of methods during
the lectures.” got the lowest rating of (3.52) with the over-all weighted mean of (3.61) with the
interpretation of strongly agree. From item 2 which got the lowest rated item according to
(Freddie Silver) teachers must educate learners with distinct approaches to thinking. To teach
according to the students ' ability and capacity, a teacher must embrace such communication
skills that motivate the learners towards their learning process. To express communication in
distinct ways, the teacher can use charts, pictures, recordings, and tables. Furthermore,
communication skills are essential for a teacher to provide learners with education. (McCarthy
and Carter, 2001).
Table 10 shows the overall weighted mean of the student’s assessment on the
professional attitude of their teachers in terms of their personality; knowledge; managerial skills
and communication skills. Managerial and communication skills got the highest and the same
assessment of (3.61), next is the knowledge with (3.56) and lastly is the personality with (3.46) as
assessed by the students with the overall weighted mean of (3.56) with the verbal interpretation of
strongly agree.

Table 11 shows the analysis and interpretation of the data gathered from the respondents
of the study and indicates the summary of t-test results to determine the significant difference
between the perception of teacher and students on the professional attitude of faculty members. It
reveals that in the overall assessment in terms of personality the teachers rated themselves 3.56 or
strongly agree while the students rated their teachers 3.46 or strongly agree which shows that
there is no significant difference. Below the personality is knowledge with 3.84 as rated by the
teachers and 3.56 as rated by the students that shows a difference. It shows that the teachers rated
themselves higher than the rating of the students. In terms of managerial skill, the teachers gave
themselves a rating of 3.80 while the students rating is 3.61 that also shows a difference between
the ratings of the teachers and students. Lastly is the communication skill with 3.70 as rated by
the teachers and 3.61 as rated by the students that shows that there is no significant difference. It
states that in the overall rating of professional attitude, teachers gave themselves 3.70 while the
rating of the students is 3.56 which indicates that there is no significant difference between the
perception and assessment of the teachers and students. The difference is only shown in terms of
knowledge and managerial skill. The overall P-value is 0.05 which states that there is no
significant difference therefore the null hypothesis is accepted. It implies that the teachers and
students have similar assessment on the professional attitude of the faculty members.
Conclusion
This study explained the importance of teachers ' role as the builders of nation. This also
emphasized that the professional attitude of teachers as one of the tools to have a healthy and
effective relationship between the students and teachers. This study also stated that personality,
knowledge, managerial skills, and communication skills are influential factors that make the
learning procedure successful and effective (Alamgir Khan). Based on the data gathered, the
researchers have come up with this conclusion:

This study explained that there is no significant difference in the overall professional
attitude of faculty members as rated by the students and teachers themselves but in terms of
knowledge and managerial skills which shows a difference in the ratings but not significant
nevertheless has no bearing on the overall ratings of the professional attitude of faculty members
which means the perception of both the teachers and students in terms of professional attitude
have the same results and are all strongly agree therefore the null hypothesis is accepted.

This study concludes that teachers with positive professional attitude received high
ratings from their students meaning they are effective and they are fulfilling their purpose,
therefore, faculty members should continue in what they have started and shown regarding their
professional attitude and performance in school as they strive to bring about the best in their
students. Teachers’ professional attitudes or ways of attending, dealing and communicating with
students determine in large measures what the students will do and the outcome of their actions.
A teacher’s act of encouragement, plain smile, word of praise or even criticism and evaluation
can have a great impact on the students.

Recommendations
Based on the results that the researchers have gained in this study, the following
recommendations are being offered to the persons or group of persons:
1. Teachers should continue in maintaining the disciplined routine in the class, academic
activities should be evaluated regularly.
2. Teachers are recommended to improve their academic knowledge level from time to time
for updating and improving information. For this purpose, seminars, workshops, and
lectures for teachers should be conducted in their field of specialization.
3. Students may become more objective and mindful of the items they are rating.
4. Further study maybe conducted in other institutions to determine the different perceptions
of the students and teachers. They can also do a study on the other possible perspectives
of professional attitude such as Role of Caring, Fairness and Respect, Social Interaction
with Students, Promoting Enthusiasm and Motivating Learning, and Role of Reflective
Practice.
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33.
Mortimer, E. F. e Scott, P. H. Discursive activity on the social plane of high school science
classrooms: a tool for analysing and planning teaching interactions. Artigo apresentado
no Annual Meeting da AERA, New Orleans, USA, 2002. (versão em português publicada
em Investigações em Ensino de Ciências).
McCarthy, M.R. and R. Carter (2001). Ten Criteria for a Spoken Grammar in E. Hinkel and S.
Fotos (eds). New Perspectives on Grammar Teaching in Second Language Classrooms.
Mahwah, NJ:Lawrence Erlbaum Associates.

Freddie Silver. (NA). Why Is It Important for Teachers to Have Good Communication Skills?
Retrieved from Online on 11/08/16 http://work.chron.com/important-teachers-good-
communication-skills-10512.html).
Robert, Kizlik, (2014). Education information for new and future teachers, Boca Raton, Florida,
USA.
Hoyle, E. (2001). Teaching: prestige, status and esteem. Educational Management Administration
and Leadership, 29 (2) 139-159.
Evetts, J. (2009a) ‘New Professionalism and New Public Management: changes, continuities and
consequences. Comparative Sociology 8: 247-266, Koninklijke Brill NV: Leiden.
Evetts, J. (2009b) ‘The Management of Professionalism: a contemporary paradox’ in S. Gewirtz,

P. Mahony, I. Hextall and A. Cribb (eds) Changing Teacher Professionalism:
International Trends, Challenges and Ways Forward.
Koster, B. (2002). Lerarenopleiders onder de Loep. De ontwikkeling van een beroepsprofiel voor
lerarenopleiders en het effect van het kennisnemen daarvan op hun zelfdiagnose. Utrecht:
Universiteit Utrecht.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and
Teaching: History and Practice, 6 (2): 151-182.
Appendix A
Acknowledgement
First and foremost, praises and thanks to God, the almighty for guiding us throughout our
research work to complete the research successfully.

We would like to thank our research adviser profoundly and sincerely, Dr. Marilyn
Morales- Obod for her dynamism; vision, sincerity, and motivation have deeply inspired us.
To Ma’am Clarita Tanghal, thank you for allowing us to conduct this study in the college
of education.
To Dr. Lanuncia, thank you for correcting our research questionnaire and giving us great
advice.
To the respondents, thank you so much for lending us your time to participate in our
study and most especially we extend our gratitude to our beloved faculty members of the College
of Education who exerted their effort to answer our survey questionnaire despite of their busy
schedule. You're the heart of this research.
We are also grateful to our parents, families and loved ones for giving us the continued
support, prayers, caring and sacrifices as we strive to make this research study successful.
Appendix B
Endorsement Letter

Quezon City

MS. TRISHA JOY O. GOTINGA MA RPm. RPsy.

Campus Coordinator
Research Development and
Innovation Center
Quezon City
Dear Ms. Gotinga,
This is to endorse the student researchers from the College of Education:

1. Brina, Michelle B.
2. Lacao, Mariae Joy A.
3. Malbas, Ma. Rowena J.
4. Pineda, Shiela N.
5. Yago, John Paul David C.
For Ethics Review as a requirement for the completion of their study “The Professional Attitude
of Faculty Members in a Private University”.
Thank you for your consideration.
Respectfully yours,
MARILYN M. OBOD Ed.D

Research Professor
Endorsed by:
CLARITA DJ TANGHAL, MAED

Program Head, College of Education
Appendix C
Letter of Permission to Conduct Study

Quezon City

ELMER S. HIDALGO Ph. D

Dean
Dear Dr Hidalgo:
Warmest Greetings!
In partial fulfilment of our requirements for Language Research (EngEd 14), we BSSE 4-A
students of Our Lady of Fatima University, taking up Bachelor of Secondary Education Major in
English would like to ask permission to conduct a research study entitled: The Professional
Attitude of Faculty Members in a Private University.
In connection with this, we would like to ask your good office to allow us to conduct a survey
research among 1st and 2nd year students (BSSE/BEED) in the College of Education. Rest
assured that the data we will gather will remain absolutely confidential and to be used for
academic purposes only.
You will be greatly appreciated for your permission to perform this report.
Thank you for your support and cooperation.
Respectfully yours,
MICHELLE B. BRINA
Lead Researcher
Noted:
MARILYN MORALES-OBOD, Ed. D

Research Professor

Appendix D
Letter of Permission to Use the Questionnaire

Appendix E
Permit to Use the Research Tool

Appendix F
Letter of Request to the Respondents of the Study

Quezon City
Dear Respondents,
We BSSE 4-A students of Our Lady of Fatima University are conducting a study about
“Professional Attitude of Faculty Members in a Private University”. The purpose of this study is
to determine the professional attitude as perceived by the students and the faculty members
themselves.
Your response will be kept confidential and will only be used for academic purposes.
Thank you for your support and cooperation.
Respectfully yours,
MICHELLE B. BRINA
Lead Researcher
Noted:
MARILYN MORALES-OBOD, Ed. D CLARITA DJ TANGHAL, MAED
Research Professor Program Head, College of

Education

Appendix G
Consent Form for the Respondents

Quezon City
THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A

Project Title
PRIVATE UNIVERSITY
Brina, Michelle B.
Researchers Lacao, Mariae Joy A.
Malbas, Ma. Rowena J.
Pineda, Shiela N.
Yago, John Paul David C.
The purpose of this study is to determine and compare the professional

Purpose
attitude of teachers as perceived by the students and the faculty members
themselves.
You will be given a questionnaire. A questionnaire, which consists of 34

items and to be answered by putting a check. The first part is aimed to
Description of identify the professional attitudes that a teacher must acquire in order to
the Process become effective in the teaching profession. The responses are expressed
in different degree of reactions such as 1- Strongly Disagree, 2-
Disagree, 3- Agree, 4- Strongly Agree. The second part is for the
students, as they rate their teachers in terms of the professional attitudes
that the teacher needs to obtain in order to become an effective teacher.
The responses are expressed in different degree of reactions such as 1-
Strongly Disagree, 2- Disagree, 3- Agree, 4- Strongly Agree.
You are qualified to take part in this study because you are a 1st or 2nd
Participant
year college student from the College of Education of the said Private
Selection
Autonomous University.

Your child’s participation in this study is voluntary, it is you and your

Voluntary
child’s decision whether to participate or not. Whether you choose to
Participation
participate or not, all the services you receive in this school will continue
and nothing will change.
Risks By participating in this research, you are not subjected to any risk. It has
no sensitive question that will affect the emotional stability.
For the teachers to be aware of the perceptions of the students and for
Benefits
them to know how to become more effective in the teaching and learning
process.
The participants will not receive any reimbursement for participating in

Reimbursements
this study. There is no cost to participate.
Any collected information shall be used only for the purpose of the
Confidentiality
project. Your security and reactions will be ensured consistently. After
and Feedback
the study has been finished, a copy of the manuscript will be provided to
the school and can be accessed at your leisure.
Participation in this research is voluntary. You may stop participating in
Right to Refuse this research at any time that you wish without saying any reason. If you
or to Withdraw will cancel your participation in this study, researchers will stop
collecting information from you. Researchers will accept your decision.
If you have any inquiries you may pose to the researchers now or later
Who to Contact even after the study has begun. If you wish to ask questions later, you
may contact the researcher at +639504270202 or via email at
michelle.brina0525@gmail.com
Appendix H
Survey Questionnaire

Direction: The following items refer to the professional attitude of faculty members of the 1 st and
2nd year education students. Kindly rate each item according to your valuation (an estimation of
something’s worth, especially one carried out by a professional appraiser).
Please read carefully and put ✓ the appropriate choice for each statement. Make sure to pick
ONLY one answer. Use the following key to determine your answer.
1= Strongly Disagree
2= Disagree
3= Agree
4= Strongly Agree

PROFESSIONAL ATTITUDES 1 2 3 4
1. I maintain and take care of my personalities.
I remain emotional stable during the classes as well as in other routine affairs
2.
of the department.
3. I teach with full spirit and warmth.
4. I remain dominant during the teaching.
5. My students are friendly treated in classes as well as in the department.
6. I remain sensitive in the class.
7. I remain vigilance and confident in the class.
8. I remain in classes confined.
Errors and omissions of my students are properly and regularly checked and
9.
removed.
10. Outline are taught to students with full interest.
11. I provide updated information and knowledge in the classroom.
12. Students are taught theoretical as well as practical.
I give practical example during the lectures for increasing the boldness and
13.
knowledge level of the students.
14. My classes are well managed.
15. I planned well when giving lectures to students.
I set clear and well identified goals for the academic achievements of the
16.
students.
17. All types of academic activities are well organized.
18. I give positive directions and advise to students.
19. All academic aspects are properly controlled.
20. I work collaboratively with students.
21. Academic activities are regularly evaluated.
22. I concentrate equally on students during the lectures.
23. Fair behaviors are adopted in examination.
24. I show respect towards my students and encourage them in all affairs of study.
25. I give positive response to my students on the work they do.
26. I explain things clearly.
27. I use variety of methods during the lectures.
28. I use well understandable language during the lectures.
My students are encouraged and satisfied when they ask questions during the
29.
lecture.
30. I avoid harsh language during the class.
31. I remain confined to their topics during classes.
32. I teach comprehensively.
33. Lectures given is according to the abilities and capabilities of the students.
34. All courses are completed well in time.
Questionnaire by Alamgir Khan, based on the research, “IMPACT OF TEACHER


Survey Questionnaire
Direction: The following items refer to the professional attitude of faculty members the 1 st and 2nd
year education students.
Please read carefully and write 1,2,3 or 4 as your response. Make sure to write ONLY one
answer. Use the following key to determine your answer.
1= Strongly Disagree
2= Disagree
3= Agree
4= Strongly Agree

PROFESSIONAL
A B C D E F G H I J K L M N O P
ATTITUDES
Maintain and take care
1. PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A PRIVATE…
THE 44
of their personalities.
Remain emotional
stable during the
2. classes as well as in
other routine affairs of
the department.
Teach with full sprit
3.
and warmth.
Remain dominant
4.
during the teaching.
Students are friendly
treated in classes as
5.
well as in the
department.
6. Remain sensitive in the

class.
Remain vigilance and
7.
confident in the class.
8. Remain in classes
confined.
Errors and omissions of
students are properly
9.
and regularly checked
and removed.
Outline are taught to
10
students with full
.
interest.
Updated information
11 and knowledge in
. classroom are
provided.
Students are taught
12
theoretical as well as
.
practical.
Gives practical
example during the
13 lectures for increasing
. the boldness and
knowledge level of the
students.
14 Classes are well
. managed.
Well planned while
15
giving lectures to
.
students.
Clear and well
16 identified goals for the
. academic achievements
of the students.
OURAll
LADY
typesOFof FATIMA
academic UNIVERSITY COLLEGE OF EDUCATION
17
activities are well
.
organized.
Questionnaire by Alamgir Khan, based on the research, “IMPACT OF TEACHER

Appendix I
Validation Letter
October 29, 2019
CERTIFICATION
This is to certify that Michelle B. Brina and his co-researchers who are working on the
research paper entitled “THE PROFESSIONAL ATTITUDE OF FACULTY MEMBERS IN A
PRIVATE UNIVERSITY”, has confer with me for the validation of their survey questionnaire.
I acknowledge them for their efforts to consider our judgements regarding our experiences.
This certification was issued for whatever purpose it may serve.
____________________________
Signature over printed name

Date: _________________
Appendix J
About the Researchers
MICHELLE B. BRINA
#60 Rosal Street, Payatas A, Quezon City
09504270202
michelle.brina0525@gmail.com
Objectives
To be an effective educator who will share and impart my knowledge and skills to everyone who
needs it specially to my dear students and to be an instrument in making other people’s lives
become meaningful as they look for their purpose in life.
Educational Attainment
Tertiary Education
Our lady of Fatima University
Bachelor of Science in Secondary Education Major in English (2014-present)
Secondary Education
San Bartolome High School (2012-2016)
Primary Education
San Bartolome High School (2008-2012)
Personal Information
Date of Birth February 29, 1996
Place of Birth Quezon City
Sex Female

Civil Status Single

Religion The Church of Jesus Christ of Latter-day Saints
Citizenship Filipino
Height 5’6”
Spoken Languages English and Filipino
Skills Leadership, Communication Skills
SHIELA N. PINEDA
#27 Havana St. Vista Verde Caybiga, Caloocan City
09175382084
kiershepineda@yahoo.com
Objectives
To help learners to become successful individual by fostering their creativity and their ability to
think in a higher level in a way that increase student performance.
Tertiary Education
Secondary Education
Alternative Learning System
Lagro High School (2012-2016)
Primary Education
Nazareno Elementary School
San Pascual Masbate (1997-1998)
Date of Birth January 20, 1984
Place of Birth Masbate
Sex Female
Civil Status Married

Religion Roman Catholic

Height 5’8”
Spoken Languages Bicolano, English and Filipino
Skills Leadership, Communication Skills
MA. ROWENA J. MALBAS

Solar Townhomes North. Blk 1 Lot 35
Bagumbong dulo, Caloocan City
09565525313
janiola.maria@gmail.com
Objectives
To pursue opportunity which allow me to grow professionally while effectively utilizing my

verbal skills.
Tertiary Education
University of Rizal
Bachelor of Science in Secondary Education Major in English (2012-2013)
Secondary Education
Justice Cecilia Munoz Plama High School (2010-2012)
Primary Education
Payatas B. Elementary School (2002-2008)
Date of Birth July 11, 1995
Place of Birth Quezon City
Sex Female
Civil Status Married


Height 5’3”
Skills Computer Literacy
MARIAE JOY A. LACAO

#41 Garnet St. Pleasant Hill Subdivision,
Barangay San Manuel, SJDM Bulacan
09350539171
aguirrebado@gmail.com
Objectives
To help learners improve their creativity and higher-order thinking in a way that increases their
performance.
Tertiary Education
Bachelor in Secondary Education Major in English (2017-present)
Bachelor of Science in Travel Management (2012-2014)
Secondary Education
Lagro High School (2008-2012)
Primary Education
San Manuel Elementary School (2002-2008)
Date of Birth December 8, 1995
Place of Birth Angono, Rizal
Sex Female
Civil Status Single
Religion Born-again Christian

Height 5’6”
JOHN PAUL DAVID C. YAGO

Blk. 16 Lot 5 Gabriela Silang St. New Capitol Estates 1,
Batasan Hills, Quezon City
09991822195
paulyago0802@gmail.com
Objectives
Possesses a positive and effective teaching style with the willingness to work above and beyond
the call of duty.
Tertiary Education
Bachelor in Secondary Education Major in English (2016-present)
Far Eastern University
Bachelor of Science in Computer Engineering (2012-2015)
Secondary Education
Batasan Hills National High School (2010-2012)
Camarines Sur National High School (2008-2010)
Primary Education
Sta. Cruz Elementary School (2002-2008)
Date of Birth August 2, 1996
Place of Birth Metro Manila
Sex Male

Civil Status Single

Height 5’5”

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The Professional Attitude of Faculty Members in a Private University

MARILYN MORALES- OBOD, LPT, ED. D

DOMINGO LANUNCIA, PH.D./ED.D. (CAND.)

YOLANDA P. BILGERA, LPT, PH. D CLARITA DJ TANGHAL, LPT, MA. ED

ELMER S. HIDALGO, PH. D

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Marilyn M. Obod, Lpt, Ed.D

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Table 1: Teacher’s self-assessment on their professional attitude in terms of personality 14

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Figure 1: Framework for Effective Teacher 2

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Keywords: Professional Attitude, Professionalism, Attitude, Teachers

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

The professional attitude of teachers has a great influence on the general

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

2.1 Theoretical Framework

Figure 1: Framework for Effective Teacher

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Figure 2: Perspectives of Professional Attitude

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

2.2 Literature Review

2.2.1 Professional Attitudes

Professional attitudes relate to a person's punctuality in his field of endeavor. Professional

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Professional Attitude is showing his/her abhorrence, sentiments, feelings or conduct

Arif (2012) gave a further explanation of the accompanying fundamental personality

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

accepted in all kinds of situations and circumstances the communication is effective.

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Professionalism is the endearment used to "define the quality of service," it means

Professionalization is when a person acquires, seeks and maintains the attributes of a

Professionalism is conduct and a frame of mind of somebody in a work or business

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

2.3 Research Simulacrum

Figure 3: Research Simulacrum

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.1 Research Design

3.3 Population and Sampling

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Purposive sampling is when researchers think thoroughly on how a sample population

3.4 Research Ethics

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

It shows that in consideration of the individuals, the respondent should be handled

Appropriate citation of writers or authors based on American Psychological Association

3.5 Research Instrument

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

3.6 Data Collection

3.7 Data Analysis

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

4.1 Teachers Self-Assessment in their Professional Attitude

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

Personality Knowledge Managerial Skills Communications Over-All

OUR LADY OF FATIMA UNIVERSITY COLLEGE OF EDUCATION

B 3.63 SA 3.50 SA 3.42 SA 3.11 A 3.41 SA

4.2 Students Assessment in the Professional Attitude of the Faculty members.