FACTORS AFFECTING THE BEHAVIOR OF JUNIOR HIGH SCHOOL

STUDENTS TOWARDS NEWLY HIRED FACULTY

A Research Proposal presented to

Mr. Jade L. Soler of

La Salle University Integrated School

Ozamiz City, Philippines

In partial fulfillment of the

Requirements for the subject

ENGLISH 10

Von Alyssa R. Badong

Alyza Krishna R. Crisologo

Jerry C. Daan II

Mary Justine C. Saquin

May 2020
 ACKNOWLEDGEMENTS

The completion of this research would not have been accomplished without the

immense support by the people behind it. All of this would not have been made possible

without these individuals for they served as our inspiration towards achieving success.

First and foremost, we thank our Almighty Father who bestowed us strength and

guidance during the course of this research. Without his abundant grace, this research

would not become a reality. We would like to show our gratitude to our English teacher

for sharing his insights and wisdom that greatly helped us improve this study. We

commend his patience and hard work for providing us various ideas that led to the

betterment of this research. We are also thankful to our OIC- Principal, JHS Prefects and

Vice Principal in Academics for giving their authorization in the survey letter.

We, researchers, would also like to express our sincerest gratitude towards our

panel during our first research defense. Without your advices and critics, our study would

not advance to the betterment that it truly needed. Consequently, to our fellow Junior

High School Students, who patiently put up with us as we carried out our Survey

Questionnaires, we would like to thank you. Without a doubt, this research became

achievable with your dedicated time in answering these papers. Ultimately, we devote our

utmost appreciation to our ever-supportive parents for trusting and believing in us, that

we could evolve and reach the victory of prospering our research. You are part of this

glorious success. To sum up, we extend our profound recognition to the institution that

enabled us to make this happen. We’ve grown, emerged from our knowledge, and
cultivated solutions for the enhancement of the future, all thanks to La Salle University

Integrated School, our alma mater. God bless to all!

 ABSTRACT

This study focused to find out the factors that affect the behavior of JHS students

toward newly hired faculties. Three behavioral factors of new teachers were used by the

researchers as basis in assessing how students treat their new educators and these are:

teaching style, personality towards students, and moral obligations. By using random

sampling technique, 265 students were selected from JHS students of La Salle University

Integrated School and a survey was conducted in order to find out whether the behavioral

factors of new faculties that were identified really affect their behavior towards their new

teachers. Based on the analyzation of the accumulated data, it cannot be inferred that the

factors that were identified and employed by the researchers contribute a great extent on

the way students behave with their new educators. Of the three factors, none has a grand

mean with an interpretation of "agree". Overall, findings revealed that students neither

agree nor disagree whether their new faculties have good teaching style, pleasant

personality, and are doing their moral obligations.

Key words: Newly Hired Faculties, Students, Behavior

 TABLE OF CONTENTS:

Chapter 1: ----------------------------------------------------------------------------------1-16
Introduction 1-2
Review of Related Literature 3-13
Conceptual Framework 13
Statement of the Problem 13-14
Significance of the Study 14-15
Scope and Limitations 16

Chapter 2: ---------------------------------------------------------------------------------17-19
Methods 17-19

Chapter 3: ---------------------------------------------------------------------------------20-39
Tables, Figures, and Statistical Interpretation 20-36
Action Plan 36-39

Chapter 4: ---------------------------------------------------------------------------------40-42
Summary 40
Salient Findings 41
Conclusion 41
Recommendations 42

List of References--------------------------------------------------------------------------43-48

Appendices----------------------------------------------------------------------------------49-56
 Chapter 1
INTRODUCTION AND REVIEW OF RELATED LITERATURE

I. Introduction

Behavior is the way on how one acts accordingly to his/her perception of life. It

varies from the influence of heredity, tradition, culture, and social environment as Jean-

Jacques Rousseau once said, “People in their natural state are basically good, however,

this natural innocence is corrupted by the evils of society”. Good mannerism is defined as

one of the principles on how we will exercise proper decency and decorum.

According to Nato (2018) “Some students present challenging behavior and require

extra support and intervention to address this behavior and to develop positive behavior”.

There are bad actions of certain students that need to be addressed or given importance.

In order to address this, the help of certain professionals is needed to develop positive

behavior because having a positive behavior affects your relationship in the society.

These professionals are capable to either let the people develop a good or bad behavior.

Behavior and its effects are basically associated with the world’s current state.

Throughout the millions and generations of humans produced, each individual behavior is

seen to be different and unique for one to distinguish a person by his/her own self.

Affected by the impact of the new wave today, the World Bank Group (2015) states,

“Ultimately, behavior change matters for all actors in the development process.” Whether

the positive or negative, behaviors likely adapt to the happenings of the environment. As

a result, physical, mental and social conditioning revolves especially towards the focus of

our society, the students, our future.

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 Moreover, according to Art Markman (2009), one's actions could affect other

individuals even if they simply see or perceive their measures. A person can set out an

example to other people in every action he/she will do. Although other people are not

conscious of the effect that an individual's behavior has had on them, this instance could

alter how they behave. In other words, one's behavior could greatly affect another, more

specifically a student's demeanor. Thus, this is true with the students in the Philippines as

how one student acts is contagious to the other student and how students behave together

could impact the teachers.

In addition, this is also evident in the institution of La Salle University Ozamiz.

Known as a catholic school, it aims to mold students through proper moral behavior. The

teachers play a major role in affecting the student’s way to act considering the various

factors that can influence the student’s demeanor. According to La Salle University

Students Handbook (2018), educators within the institution are adequate and well-trained

teachers, they are expected to produce students according to the standards of the school.

However, considering the fact that the new teachers are still adjusting or adapting, how

will they act towards the students considering their unfamiliarity on how the institution

works? Will they develop a positive relationship?

La Salle University Integrated School, like any other academic institutions,

endeavors to maximize and improve the behavior of Junior High School learners. Thus,

this research seeks to answer on what are the demeanors of Junior High School students

towards new teachers in the institution.

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 II. Review of Related Literature

The concept of behavior is associated with the different influences of the society.

Furthermore, teachers are one of the instruments in molding the students. Thus, the

behavior as well as the personality affects the demeanor of the students.

A. Teaching Style

Every teacher has their own unique way of teaching students with that certain

topic. According to Gill (2013), “Every teacher has her or his own style of teaching and

as traditional teaching styles evolve with the advent of differentiated instruction, more

and more teachers are adjusting their approach depending on their students’ learning

needs”. The primary role of teachers is that they fit their teaching style unto what the

student’s approach on their learning needs. The learning needs of the student may vary

from what information or learning they want to learn from their teachers. In connection,

Gill (2013) states that it is really the skill of the teachers that helps the different needs of

current learners because, as the world progress, it offers them tons of information, that is

why the demand of acquiring more knowledge is increasing.

Persaud (2019) stated that teaching technique did not only base on the teaching

plan and methods garnered but also the utilization of rhetoric. An educator stuffed with

eloquence gives amazement to the students. In connection, the behavior of the students

tends to become cooperative because they tend to deeply understand the topic. It is not

always what we have to do is what we follow, and not everything we base is what we will

teach. Thus, influencing your student to become an active participant in classroom-based

activities and contests could boost the self-esteem of the students.

3
 In relation to educators, the variety of how they make their students learn and how

are the students’ behavior towards them depends on way of how they embark their

lessons to the minds and hearts of the learners. This also states that the willingness of

such student also depends on the different aspects of teaching that they possess. To

emphasize, teachers have different backgrounds in life. Their way of teaching varies from

their life experiences and what they learned from it. The drive force of teaching is their

own passion and dedication to educate the students. Teaching styles may vary, but the

message behind each word they utter, gives a corresponding chain reaction to their

thoughts.

According to Nanda (2004) “Most teachers prefer to conduct their classes on the

discussion plan rather than the lecture plan. They feel the discussion plan is better

because it gets more students actively participating”. On group activities, teachers

commonly prefer to conduct the discussion plan because they believed that it makes the

students to actively aid in class. The discussion plan includes the setting of clear

objectives. It is very useful to set clear objectives specially on group activities because

you have a systematize way of handling the activity. In addition, setting a practical

framework also enables students to be more enlightened with regards to the schedule of

activity they are doing. With this, Nanda (2004) stated, teachers must also remined

themselves that each student they are conducting alter different educational backgrounds,

life involvement and also, their eagerness to learn.

Gill (2013) claims that the authority figure is educator-centered and often entails

long discourse. Thus, taking details and comprehending information is expected from the

4
learners. When a certain teacher discusses a topic with poise and authority, the learners

tend to listen more because the information disseminated is well delivered and as well as

the information easily sink-in to their mind. Poise with authority is the characteristic that

enables learners to engage more participation in their classroom, as well as the

encouragement in taking down notes. The great thing about this nature is that this is

tolerable in higher-education regulation. In connection to new teachers, their label is not a

reason in contradicting this behavior. Educators around the world should adapt a strong

personality because in engaging to bigger institutions, the need of teaching with authority

is a must, because Niccolo Machiavelli (1969) once said, “It is better to be feared than

loved, if you cannot be both”.

Facilitators promote self-learning and help students develop critical thinking skills

and retain knowledge that leads to self-actualization (Gill 2013). The Facilitator type of

teaching gives a big impact to aspiring students because it tends to encourage students to

learn on their own and as well as evolve the censorious thinking of students. The impact

of individual learning utilizes the key in becoming accomplished in life. With these kinds

of educators, molding the future of students on becoming critical thinkers enables a

whole new generation of competent students. Thus, new instructors should empower

students in becoming successful in life. In addition, this also develops the behavior of

students unto how they treat their educators. Facilitating them in becoming optimistic, it

improves their perception in life also how they react in real life challenges and how

would they deal with these daily obstacles. Thornton (2013) expressed that educators

convey facts to learners via discourse, assigned study, and demonstration. He also

claimed that learners obtain knowledge by practicing what they are told to do. The will

5
power of direct teaching enables students to gain more knowledge because educators tend

to instruct students what to do, how to perform the task, and when it needs to be done. In

addition, when students are told what to do and how would they perform the task gives

them an ease to gain knowledge because the demonstration done was directly presented.

Thus, such educators should provide enough details with regards to this because student

will depend their learning unto what details have been thrown out to them.

Bohren (2019) stated, numerous numbers of schools and classes are taking lead of

the recent elevation in automations which gave way to the approach on high-tech

education. In accordance with different advancements in the 21st century, there are tons

of high-end learning devices whom teachers use for the convenience of present-day

learning. Thus, fresh educators tend to adapt in the modern teaching devices. In

connection, this gives a different approach to students because the knowledge of the

learners depends on the technologies garnered by such educators. However, this is a good

factor in fast learning because these said technologies give an ease of access to different

information in the different corners of the world. Also, the force of fast learning enables

young students to be advance in terms of class discussions because there is more the

world that can offer, and only the innovation of high-end learning materials can give the

absence of difficulty to the different aspect of learning.

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 B. Personality towards students

Jones, V. et al. (1990, 1986) highlights that teachers have held over several

determinants that significantly alter the achievement of students and how they behave.

One of these factors is their personality towards students. According to American

Psychological Association, “personality refers to individual differences in characteristic

patterns of thinking, feeling and behaving.” Every human being has a personality. These

personalities, however, are distinctive from one person to another. Even teachers have

different personalities that impact their students. According to Ulug, et. al. (2011), a

teacher with his teaching strategies, attitudes as well as his behavior, allots his students to

acquire mentally healthy personality and to have a new-fangled comprehensible

perspective leaving remarkable trails on them. The demeanor and stratagem of the

educators are directly obtained and followed by their learners, which places considerable

control on the teachers.

In addition, based on Mucella Ulug, et. al’s research study (2011), for an educator,

having the means to interrelate with the learners and set out positive behavior such as

inquiring, discerning their thoughts, conveying interest and appreciation heightens the

motivation of students to succeed. By way of their own behavior and attitude, teachers

become exemplars for students while performing towards allotting students at a certain

growth level information, experience and behavior on a certain topic. Positive frame of

mind leads to prosperousness, meanwhile, negative standpoint lead to failure and as a

result success generates positive ego attitude, however, negligence generates negative ego

attitude. For instance, if a teacher is the type who incorporates himself/herself in giving

depreciating utterance to a student because of his/her non-performance or because he/she

7
is mentally incapacitated, then the fatalistic result of this will be unavoidable.

Additionally, Frymier’s study (1993) regarding the result of positive behavior of

teachers on the enthusiasm level of students focuses on specific behaviors of educators.

For example, giving assessments on the works or performances of students, giving

praises, wanting to be open-minded to students and willing to listen. The outcome of the

study reveals that teachers having a relaxed posture, different gesticulation, facial

expression, and is smiling come on top in developing the experience of students in

learning compared to the academic discussion of the class that only comes second.

Furthermore, according to Wanzer, et. al. (1999), “It would seem as though humor

oriented teachers would use humor regularly and skillfully and would be well-liked by

their students.” Learners become much more interested and will engage their selves more

during discussions if the teacher has a good sense of humor as it is an effective tool to

alleviate anxiousness of students and it sharpens the retention rate of students when it

comes to essential information they are tackling.

Moreover, there are certain personality traits of teachers towards their students

that will help them to succeed. These are adaptability, conscientiousness, creativeness,

determination, empathy, forgiving, genuineness, graciousness, gregarious, grit,

independence, intuitiveness, kindness, obedience, passionate, patience, reflectiveness,

respectfulness, and responsible (Meador, 2019). Teachers who are adaptable or versatile

can immediately take in revamps of plans. Educators who are conscientious can easily

finish their tasks on time and can produce excellent and effective discussions towards

their students. In addition, creative teachers can engross their students during lections and

they can create a classroom that is captivating and not boring. Determined teachers,

8
however, are those who will never give up on his/her job notwithstanding all the trials

and difficulties he/she is encountering. There are also those teachers who are empaths

who always try to put their selves to their student’s shoe to understand what their students

are feeling or if they are experiencing struggles in order to aid them with solutions.

Additionally, forgiving teachers who do not hold grudges can work well with their

students due to the fact that students, as humans as they are, are perfectly imperfect and

committing a mistake is inevitable. Genuine educators are those who are very passionate

with their duties and they are also living out what they are teaching. Gracious teachers are

always polite, grateful and warm-hearted. On the other hand, gregarious teachers are

those who can easily relate to other people, most especially to their students. According

to Meador (2019), teachers who are gregarious can easily put up a boulder-like,

trustworthy relationships with their students as well as their families. Furthermore,

educators who have grit are those who are valiant enough to withstand every obstacles

along the way that will hinder them from teaching their students, those who are intuitive,

however, can easily get what students are going through, if they are having hard times

understanding the lessons, then these teachers can aid and help in order for students to

comprehend the lessons that they are already left behind. Passionate educators can

influence students to be more eager to learn because they are those who will push

students beyond their boundaries. Teachers who are patient enough understand students

that not everyone is similar to the other, everyone is distinct. Some are coping up,

meanwhile, some are struggling. Moreover, respect does not only come from students, it

is not one-sided, it should be mutual. Respectful teachers value the self-worth of students,

they do not belittle or downgrade learners despite their incapacities, instead, they

9
motivate, inspire, and support them to be the best version of themselves as according to

Ulug, et. al. (2011), “a positive attitude from the teacher affects the student’s motivation,

attitude towards school and school work, the student’s self-confidence and as a result,

personality development.” If there are teacher’s personality towards students that will

lead them to success, it is also inevitable that there are attitudes of teachers that can lead

to distress. According to Marroquin (2018), negative personalities of teachers can

damage academic attainment of students and heightens psychological impairment and

physical symptoms of stress to students. Teachers who use mortification and ridicule

students in class can result to a student feeling downgraded. It is not healthy to a child’s

future attainment to be disciplined by fear and intimidation. Negative feeling will linger

to a student when a teacher is cruel and impassive.

According to Ozel (2007), it is observed that students are paying more attention to

the personalities of teachers when evaluating them rather than their professional

characteristics. Personality of teachers towards students has a very huge impact to the

behavior of students towards them as one personality of a person is contagious to the

people around them. F. Sionil Jose once said, “The influence of teachers extends beyond

the classroom, well into the future.” Personality of teachers towards students plays a

major role to students’ success in the nearest future. They leave remarkable remnants to

students’ lives that contribute in shaping the upcoming future and it will serve as a

heritage that will be sowed in their hearts, minds, and soul.

C. Moral Obligation

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 Moral progression of students is supported by the institution in the way that the

educators are given assistance to balance out the stress and struggles of their vocation and

by expanding teacher’s scope for insight, understanding and sensitivity (Weissburd,

2003). This obligation is vital, as morality is developing, and a student’s decision-making

skills differ from good and bad. As much as academics are valued, moral values fully

make up not just a student, but every human being. In fact, Ornstein (1993) suggests that

moral character is even harder to teach because educators do not just teach minds, but

they teach learners how to reflect involving patterns and behaviors that produce from

processes of development, attributes of character and past experiences. According to

Weissbourd (2003) fair, generous, caring, and empathetic educators model these qualities

and can effectively guide the students. In addition, teachers who have ethical qualities in

treating the students can highly impact the development of an individual. Tirri, et al.

(2011) stated that the basic assumption is that morally professional teachers need

competencies related both to their character and to their conduct if they are to promote

their students’ holistic development. Thus, educators should also possess right conduct

and ethical qualities for the students to also have moral attributes. Kuehn (2019) desirable

moral values such as honesty, respect, proper etiquette and manners.

In deepening the reflection and perception of learnings that would be related to

morals, educators are the modern sculptors as they are the ones who mold and enrich

principles and actions of the learner. This fragile responsibility is handled by institutions,

trained by many and executed by learning. Thus, beginning teachers are practiced

establishing this towards their students. Moreover, Carr (1993) cites that our moral

conduct and proper values are influenced and intrinsic, thus, proper behavioral values can

11
be taught effectively by those who apply and exercise what they teach. Potentials are seen

as new teachers deliver experiences of right values and attributes to students, which they

also execute with the institution. Based on the statement of Baba, “The cultivation of

human values alone is education.”

Abebe, et al. (2004) suggests that teachers can model morality by their actions.

Teachers are the ones whom we interact almost every day. Hence, they will serve as our

role models that we can look up to. Thus, educators are obligated to possess morally

upright actions such as having respect inside and outside the classrooms. Meanor (2019)

claims that all teachers should display respect frequently including moments of conflicts.

Moreover, educators should not embarrass their students in any circumstances. This kind

of treatment can greatly impact the students’ self-esteem and the way the learner’s

treatment towards their teachers. R, G. Risch once said that "respect is a two-way street if

you want to get it, you have got to give it". In fact, if the teachers want their students to

have a high respect for them, in return they should also display appropriate behavior or

show acts of respect towards their students.

In addition, as stated by Kuehn (2019), one of the moral responsibilities of a teacher

is inspiring students to aspire and work hard in order to achieve their goals. They must

not allow students to be unproductive in school, instead, they should necessitate them not

to procrastinate to finish their assigned tasks on time. Thomas Edison once said, "Genius

is one percent inspiration and ninety-nine percent perspiration." A student can attain

his/her ambitions when he/she will set his/her mind and persevere to achieve his

aspirations. Meanwhile, the teacher is also a major factor that influences students'

ambition and hard work, then can get students to ambitiously dedicate themselves to

12
study. For instance, when they give students incentives and inspirational comments such

as "terrific" or "job well done."

III. Conceptual Framework

The conceptual framework shows the main concept of the research. This distinguishes

the dependent and independent variable.

Figure 1. Represents the separation of the different factors affecting the behavior of

students.

IV. Statement of the Problem

The purpose of this research is to find out what are the factors that affect the

behavior of Junior High School students towards new teachers. More importantly, the

study seeks to answer the following questions:

1. What are the profiles of the respondents in terms of?

a. Age

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 b. Grade Level

2. What are the factors that affect the behavior of Junior High School students

towards Newly Hired Faculty?

a. Teaching Style

b. Personality towards students

c. Moral Obligation

3. What action-plan will commence the problem of this research?

V. Significance of the study

The result of this research is observable and can be justified through various facts

from beneficial information. The factors specify the relation towards the topic. In

connection, this can assist the institution in making plans for improvement. Feedbacks

that will be obtained from the study would serve as a reflection on who and what will be

of use from this research. Thus, this research will specifically benefit the following:

A. Individual Level

a. Students. The result of this research will help the learners distinguish what are

the factors that really affect their behavior when it comes to having new

educators. How these beginning teachers will be able to mold them not just

scholastically but behaviorally with moral ethics. Thus, they will also determine

what correct actions should be done with regards to these matters.

14
b. New teachers. The result of this research will help them in improving their

personal aspect towards the students specifically the style of teaching they are

possessing. In comprehending the findings of this research, new teachers will be

guided as to how they will lead students towards better future and act accordingly

based on their moral values.

c. Future Researchers. The result of this research will benefit future researchers

because they can use our research findings as reference in their purpose for future

research. In line with this, our researching findings must be given credit and as

well this can help a convenient access to related studies. This research contains

information, data and facts that are gathered from observations and experiences

that would be useful for them and for their related topics. Beneficial to their part,

this study promotes school-based improvements. Thus, use this research with

proper credits and citations.

B. Organizational Level

a. School Administration. The result of this research can help the school

administration through reviewing the aspects on how the study of this research

will help improve the institution, especially faculty and staff. Furthermore,

effectivity of applying said enhancement can attain high quality institution.

VI. Scope and Limitations

The study is limited on finding the factor that affect the behavior of Junior

High School students towards new teachers. In doing so, this study will be

15
conducted in La Salle University Integrated School, Abanil Extension,

Aguada, Ozamiz City, Misamis Occidental, Mindanao, Philippines.

Chapter 2

METHODS

16
 This chapter discussed the research design used, the different participants, and

research instruments. This chapter, therefore, included calculations, location of the study,

and essential statistics for the study. Moreover, the reference of the survey questions that

was used were listed in this chapter.

I. Research Design

The researchers made use of the descriptive-developmental type of research. The

descriptive method was specifically used to determine and describe the different factors

that affect the behavior of Junior High School students in treating new educators. The

developmental research was used in order to come up with an action plan in response to

the accumulated results.

II. Research Respondents

The respondents of this study were the Junior High School students in La Salle

University Basic education.

III. Research Locale

This research was conducted at La Salle University – Integrated School, Abanil Ext.

Aguada, Ozamiz City, Misamis Occidental, Mindanao, Philippines. LSU Basic Education

is one of the leading institutions of Misamis Occidental, a PAASCU-Accredited Basic

Education Unit.

IV. Sampling Technique

This research used the Random Sampling Technique. The Slovin’s formula, in

particular was used to get the sample size of the population of Junior High School

17
sections. The accumulated sample size as well the population is shown below:

Slovin’s Formula:

Grade Level Population

Grade 7 211 students
Grade 8 200 students
Grade 9 188 students
Grade 10 182 students

Total Population 781 students

Sample Size 265 students

*Table 1: The total population and sample size of Junior High School students.

V. Instrument

The researchers made use of a researcher-made questionnaire. Thus, through

the students answering this questionnaire, their responds were used for the

calculation.

VI. Statistical Treatment

Weighted mean and as well as the mode were computed to present the factors that

affect the behavior of students towards their new teachers. Moreover, the 5-point Likert

scale will help the researchers interpret the data. Through the anticipated responds of the

respondents, the researchers expected that all respondents would agree that the behavioral

factors of new teachers in terms of teaching style, personality towards students, and

18
moral obligations affect their way of treating new educators. the factors that affect

Scale Weight Qualitative Description

4.6-5.0 5 Strongly Agree

3.7-4.5 4 Agree

2.8-3.6 3 Undecided
1.9-2.7 2 Disagree
1.0-1.8 1 Strongly Disagree
*Table 2: The table of a 5-point Likert scale

Chapter 3

RESULTS AND DISCUSSION

This chapter presents, analyzes, and interprets the accumulated data. A researcher

made survey questionnaire was used in collecting the data. Consequently, the data are

presented ensuing their particular sequence in the problems treated in this study.

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Table 3

Ratings of JHS Students' responses concerning their New Faculties' Teaching Style.

Item Mean Mode Mean interpretation

1. My new teacher has an engaging 4.07 4 Agree
way of teaching.
2. My new teacher asks questions 3.92 4 Agree
which are in higher-order thinking
skills.
3. My new teacher clearly states the 3.96 4 Agree
objectives beforehand.
4. My new teacher has a fast pace of 3.78 4 Agree
teaching.
5. My new teacher lets students 3.91 4 Agree
analyze critically.
6. My new teacher fails to relate 3.82 3 Agree
lessons to the real world.
7. My new teacher teaches without 2.82 3 Undecided
stating the objectives beforehand.
8. My new teacher asks unchallenging 2.78 3 Disagree
questions.

9. My new teacher makes the topic 3.14 3 Undecided

difficult to comprehend.
10. My new teacher intimidates 3.17 3 Undecided
students.
Grand Mean: 3.53 Undecided
Grand Mode: 4
The data gathered on table 1 shows the respondents’ ratings concerning their New

Faculties Teaching Style. The questionnaire cluster for the research questions on the

Teaching Style of New Faculties is examined and the results shows that out of 10 items, 6

items are rated by the respondents’ as agree, the other 3 items are rated as undecided,

thus, the remaining item is rated as disagree with a grand mean of 3.53, a grand mode of

4, and an overall mean description of undecided. Item 1 has the highest mean value

among the 10 items.

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 The data on table 1 suggests that the highest indicator which is item 1 has a mode of

4 and a mean of 4.07. This is an implication that the respondents’ agreed about their new

faculties engaging way of teaching. This is true to the study of Leban (2015), stating that

teachers teaching style, affects students’ self-efficacy, scholastic self - image,

procurement, and engagement in school. Thus, item 3 has the second highest mean value

of 3.96, a mode of 4 and a qualitative description of agree. This shows that the

respondents’ new faculties clearly state the objectives beforehand enabling the students to

prepare ahead of time.

In addition, item 8 has the lowest mean value of 2.78, a mode of 3, and a qualitative

description of disagree. This indicates that the new faculties ask challenging questions to

the students, enabling them to think critically. Thus, Walberg, et. al. (2015) highlights

that “the effects of higher cognitive level questioning had a small positive effect on

student achievement”. In relation to item 9, which has the second lowest mean value of

3.14, a mode of 3 and a qualitative description of undecided. The result states that the

respondents are undecided whether their new faculties make their topic difficult to

comprehend for them.

21
 Mean and Mode ratings Concerning New Faculties of Grades 7-10
Students.
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Grade 7 Grade 8 Grade 9 Grade 10

Mean Mode

Moreover, the overall totality of table 1 has a grand mean of 3.53, a grand mode of 4

and an overall qualitative description of undecided. This is an indication that the

respondents are undecided if the teaching style of their new teachers is good or not. Thus,

Leban (2015) expresses that the educator’s teaching manner influence the learners’

experience in school. It can provoke functional or non-functional perceptions of learning,

self-efficacy and schoolwork.

Figure 2. Mean and Mode response classification of grades 7-10 students concerning the
Teaching Style of their New Faculties.

The data gathered on figure 1 supports the overall totality of table 1 (refer to the table

above). It is shown that grade 7 students have an overall mean of 3.35 and an overall

mode of 3. On the average, the grade 7 students have a qualitative description of

undecided and frequently chooses the number 3 (undecided) in the test questionnaire.

22
 Moreover, the data on figure 1 reveals that the grade 8 students have an overall mean

of 3.28 which is lower compared to the Freshmen’s. Thus, their mode is the same

resulting to both qualitative description of undecided. This implies that both Freshmen

and Sophomores remained uncertain whether the teaching style of their new faculties

affect their behavior in class.

Additionally, the data on figure 1 indicates that the grade 9 students have the highest

mean value of 3.63 and a mode of 4. Hence, the calculated mean results to the qualitative

description of undecided and frequently, the Juniors answers 4 (agree) in their test

questionnaire. Thus, the Seniors having the second highest mean value of 3.45 and a

mode of 4 still results to the qualitative description of undecided. This implies that the

Junior High School students remain undecided whether their new educators way of

teaching is good or not.

However, in connection to table 1, the freshmen have an accumulated mean value of

4.39 on item 1, sophomores having a mean of 4.03 on the same item, and a mean value of

3.88 on the first item from the Seniors. This implies that the grades 7, 8, and 10 agreed

that their teacher has an engaging way of teaching. On the other hand, the Juniors have a

staggering mean value of 4.08 on item 3, which on the average, they agree that their new

faculties clearly state the objectives beforehand.

23
 Table 4

Ratings of JHS Students’ feedback regarding their Newly Hired Faculties’ Personality
Towards Students
Item Mean Mode Mean
interpretation
1. My new teacher is approachable. 4.03 5 Agree

2. My new teacher is sensitive to the differences 3.67 4 Undecided

of students.

3. My new teacher extends his/her patience. 3.94 5 Agree

4. My new teacher appreciates students’ hard 4.11 5 Agree

works and efforts.

5. My new teacher is empathetic. 3.58 3 Undecided

*can put his self to his students’ shoes.

6. My new teacher has a bad sense of humor. 2.91 3 Undecided

7. My new teacher opposes my endeavors 3.02 3 Undecided

8. My new teacher scolds me. 2.78 3 Disagree

9. My new teacher is strict. 3.20 3 Undecided

10. My new teacher withholds time to counsel 3.45 3 Undecided

students.
Grand Grand
mean mode

3.47 3 Undecided

As concretized by the analysis of the overall data in Table 1, levels of agreement

are represented with the corresponding mean and mode ratings of each surveyed number

for the questionnaire of Newly Hired Faculties’ Personality towards Students. Moreover,

the following results that out of 10 items, 3 items are classified with “Agree” as rated by

24
the respondents, 1 item with “Disagree”, and majority of 6 items reasoning to

“Undecided”. Based on Mucella Ulug, et. al’s research study (2011), heightening of

success often comes from appreciation and positive behavior, which is inferred that new

educators appreciate hard works and efforts of young learners, that is followed by the

highest mean of 4.11, mode of 5, and directed as “Agree”. Garnering that the second

point is the approachable characteristic of a New Faculty that make students agree with

the statement, “My new teacher is approachable”, with mostly 5 on the survey

questionnaire.

In fact, A new study led by Nauert (2020) finds that “to improve behavior in

class, teachers should focus on praising children for good behavior, rather than telling

them off for being disruptive” explaining further that the lowest grand mean of 2.78 and

mode of 3, respondents disagree that their new teacher scolds them. Additionally,

respondents are also unsure as to the sense of humor displayed by their new teachers with

the grand mean of 2.91 and repeatedly chose 3 in the questionnaire.

In totality, the grand mean of the whole reported data are interpreted to 3.47,

alongside the grand mode to 3, which were frequently gathered in the researcher made

questionnaire, and answers the feedback of Junior High School Students regarding their

Newly Hired Faculties’ Personality Towards Students, which is Undecided. These

findings, thereof, points out that the positive behavior of new teachers such as being

approachable, appreciative and patient, affects students in a way that their treatment are

apparent with the learners’ capacity to grow and build an interactive student-teacher

relationship in the classroom. Also, it commends the purpose of this research, to identify

behavioral factors of Newly Hired Faculty, specifically, certain characteristics and

25
personalities that greatly affect the educational growth of students. According to

Beishuzen et. al. (1991) Good teachers are surrounded by human qualities of

understanding, self-assurance, regard for others, empathy, fair play, appreciation,

adaptability, objectivity, interest, friendliness, maturity, credibility, trustworthiness,

humor, polished delivery and ability to engage which allows them to influence students.

To sum it up, JHS students neither disagree nor agree if the Newly Hired Faculty have

certain personalities that will help them in their study although, there are factors that are

efficient.

JHS
5.5 Students' Mean and Mode Feedback Regarding
Newly Hired Faculty
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Grade 7 Grade 8 Grade 9 Grade 10

Mean Mode

26
Figure 3. Mean and Mode ratings on the overall feedback of Junior High School Students

regarding Newly Hired Faculties’ Personality Towards Students.

A more simplified volume of comprehension is shown in Figure 1 as it uses a bar

graph to detail each grade level with their complementary mean and mode as a way of

representing more efficiently the overall feedback of JHS Students. The graph shown in

Figure 1 concisely presents that Grade 7’s grand mean is 3.39, with the mode of 3. Using

the 5-point Likert scale, it is determined that freshmen respondents are classified to

“Undecided”. On another point, with the grand mean of 3.57 and grand mode of 5, Grade

8 respondents are also classified to “Undecided”. In connection, with both year levels

being the same, it identifies that respondents are undecided on how the Newly Hired

Faculties’ Personality affect their behavior in a scholastic way. Furthermore, sophomores

set the highest bar in line with the 4 progressive levels but still, results to uncertainty.

27
 Grade 9 respondents were identified with the grand mean of 3.49, following that 3

in the questionnaire is repeatedly chosen. However, the seniors’ grand mean was not that

distant to the juniors. Chiefly, with the grand mean of 3.43 and frequent response of 3 in

the questionnaire, seniors too, along with juniors, are indecisive in terms of rating the

behavior and personality of Newly Hired Faculty towards them. Supporting the data from

Table 1, it is statistically analyzed that in 7 th grade, out of 10 items that represents

personality of Newly Hired Faculty, item 1 is the highest with the mean of 4.16, enabling

the thought that approachable teachers do engage students to boost in their overall life

performance. On the other hand, sophomores do notice the appreciation rewarded to them

by their Newly Hired Faculty with item 3 as the highest mean of 4.23. Mostly, it’s the

same with the 2 higher levels, Grade 9 & 10. Figure 1 presented the evidence of making

Table 1 more reliable and summarized. As progressed, the totality of the data proves that

even with different characteristic traits, right conduct and positive outlook often attract

students’ behavior, attitude and treatment.

Personality of a teacher significantly contributes to academics of the students.

Both personality of a teacher and motivation of the students in academic activities have

significant co-relation (Mohammad, Abraham, & Singh, 2011). In molding students to

become efficient individuals in school, most especially in life, educators contribute a

large scale to play their major roles as aspirants and motivators. In basing the interpreted

data, the personality of these teachers greatly affects learners and correlates to students’

success and advantages, aiming to improve performance and adjustments of these Newly

Hired Faculty.

In totality, Frymier’s study (1993) regarding the result of positive behavior of

28
teachers on the enthusiasm level of students focuses on specific behaviors of educators.

For example, giving assessments on the works or performances of students, giving

praises, wanting to be open-minded to students and willing to listen. But still, the results

shows that JHS students are unsure whether their Newly Hired Faculty display such

characteristics that will benefit them in their scholastic endeavors. Assessing oneself

towards behaviors display would be efficient for the Newly Hired Faculty to adjust on

how to improve in teaching.

Table 5

Respondents’ Ratings to their New Faculty’s Moral Obligations

Item Mean Mode Mean interpretation

1.

1. My new teacher avoids favoritism. 3.63 4 Undecided

2. My new teacher encourages us to
4.15 5 Agree
avoid cheating.
3. My new teacher reminds us to pray
4.20 5 Agree
every day.
4. My new teacher values dignity. 4.17 5 Agree
5. My new teacher embodies qualities
4.16 5 Agree
6.
such as respect and equality.
6. My new teacher has a favorite 2.89 3 Undecided
student.
7. My new teacher degrades me when
2.90 3 Undecided
I make mistakes.
8. My new teacher tolerates
3.05 3 Undecided
misconduct of students.

29
 9. My new teacher permits cursing
2.71 3 Disagree
and profane words.
10. My new teacher discourages
2.65 1 Disagree
students to do good deeds.
Grand Mean: 3.45 Undecided
Grand Mode: 4

The data on table 1 reveals the respondents’ ratings on their new faculty’s moral

obligations. The questionnaire cluster for the research question on the moral obligations

of the newly hired teachers are analyzed and the findings show that out of the 10 items, 2

items are rated by the respondents as disagree, the other 4 items are rated as undecided,

however, the remaining 4 items are rated as agree with a grand mean of 3.45 and a grand

mode of 4. Items number 2-5 got the highest mean value among the 10 items.

One of the first highest indicator is item 3 with a mean score of 4.20 and a mode of

5. This indicates that their new teacher reminds them to pray every day. “Students cannot

simply be handed siddurum and told to pray; the faculty should be actively involved,

modeling what to do,” Levy, an author in prizmah.org, on her journal. Second highest

indicator is item 4 with a mean score of 4.17 and a mode of 5. This implies that students

agree that their new teacher values dignity. This result has no doubt since LSU IS is a

Catholic Institution, therefore, educators are expected to value the dignity of students. As

stated in Ethical Principles of Teaching, it is a must for teachers to respect every student,

regardless of color, gender, sexual orientation, gender diversity, appearance, age,

religion, social standing, origin, opinions, abilities, and achievements.

Moreover, third highest indicator is item 5 with a mean score of 4.16 and a mode of

5. This indicates that students agree that their new teacher embodies qualities such as

30
respect and equality. This, too, is one factor on the way students treat new teachers

because according to Meador (2019), respect is a two-way street, if teachers expect

students to be respectful, in turn, they should also be respectful at all times. Also, as

stated in Ethical Principles of Teaching, equality or fairness is essential when

encountering group and individual learners as students are also sensitive individuals. Last

highest indicator is item 2 with a mean score of 4.15 and a mode of 5. This implies that

students agree that their newly hired educator encourages them to avoid cheating. This

result correlates to the study of Boysen (2007) which concludes that educators can

alleviate the cheating rates of students inside the classroom by developing the classroom

environment most especially in terms of order and student involvement, and that’s where

they can discourage cheating.

In addition, the lowest indicator is item 10 with a mean score of 2.65 and a mode of

1. This indicates that students disagree that their new teacher discourages them to do

good deeds, instead, they are encouraged and motivated by their educators. This agreed

with the findings of a research conducted by Haider, et. al. (2018) which highlights that

67% of students viewed their teacher as good because their teacher encourages them and

gives them appropriate reinforcement.

Consequently, table 1 has a grand mean of 3.45 and a grand mode of 4, this equally

reveals that Junior High School Students of LSU IS neither agree nor disagree whether

their new teachers are executing their moral obligations. However, the result is in

contrary to the similar study conducted by Sari (2013), she is able to conclude that when

teachers have good morals, they can influence the students. Teachers doing their moral

obligations can make the students’ behavior better because they can lead the students to

31
always choose the right and best option in life. Also, as stated by Abebe, et. al. (2004),

the moral actions of the educators register with students more than truism and

preachiness inside the classroom, thus, it gave impact on how their students treat them.

We speculate that the differences in findings might be due to the fact that their study was

conducted in Indonesia and not in the Philippines particularly in LSU IS and the period

when the study was done – theirs was done last 2013, meanwhile, this study started just

this school year (2019-2020). Apart from that, the sample size of their research study is

different from this study.

Furthermore, with this uncertainty of the respondents whether their newly hired

teachers are doing their moral obligations or not, we can infer that the morality of

students might be affected. It is either it will still be shaped rightly or formed

erroneously.

Mean and Mode Ratings of the Respondents in Every Grade Level

6

0
Grade 7 Grade 8 Grade 9 Grade 10
Mean Mode

32
Figure 4. Mean and mode ratings of the JHS students from different grade levels

regarding their newly hired teachers’ moral obligations.

Figure 1 highlights the responses of the JHS students from different grade levels.

Grade 7 students’ ratings regarding their newly hired educators’ moral obligations has a

grand mean of 3.47 and its mean interpretation is “undecided”. The same grade level has

a grand mode of 5 which means that their most frequent answers of the questions in the

survey questionnaire is “strongly agree”. Although, 5 is the most frequent, the totality

still leads to an undecided overall mean.

On the other hand, grade 8 students’ ratings have a grand mean of 3.4 and its mean

interpretation is “undecided”. They also have a grand mode of 5. Meanwhile, grade 9

students’ ratings have a grand mean of 3.49 and its mean interpretation is “undecided”.

Their grand mode is 4. However, grade 10 students’ ratings have a grand mean of 3.45

and its mean interpretation is still “undecided”. Their grand mode is also 4. All grade

levels have a consistent grand mean which is “undecided”.

To sum it all up, JHS students of LSU IS are uncertain if their new teachers are

performing their moral duties and molding students to grow with virtues and values. This

case is quite alarming since La Salle University is a Catholic Institution and it aims to

shape students wholly – intellectually, physically, emotionally, socially, and most of all,

spiritually, however, it is making students uncertain in terms of the morality of their

educators. Meanwhile, we acknowledge that there are considerable factors affecting the

indecisiveness of the respondents.

33
Table 6

Overall Ratings of JHS Students' responses regarding the factors that affect their
behavior towards newly hired faculty
Indicators Mean Mode Mean Interpretation
_______________________________________________________________________
___
1.Teaching Style 3.63 4 Undecided
2.Personality Towards Students 3.49 3 Undecided
3.Moral Obligation 3.49 4 Undecided
Grand Mean: 3.54 Undecided
Grand Mode: 3.67
The data on table 1 presents the overall mean and mode of the factors that affect the

behavior of Junior High School Students towards Newly Hired Faculty. The

questionnaire used for the research questions regarding the Factors that affect the

behavior of JHS students are scrutinized and the findings show that it has a mean rating

of 3.54 making its interpretation as undecided. The highest mean is Teaching Style that

has a 3.63 mean, it is followed by the personality towards students and moral obligation

that both have an identical mean of 3.49.

The results, furthermore, reveals that the respondents are undecided if the factors

mentioned affect their behavior towards new teachers. They are uncertain whether their

teacher’s teaching style, personality and moral obligation greatly influenced their

behavior. The results are quite alarming since the said institution is a Catholic school and

is dedicated to mold students through spiritual values, developing skills, social activities

and academic excellence. However, there are still other certain determinants that should

be acknowledge in terms of influencing the students’ demeanor. This relates to the study

34
by Belle (2017) which reveals that Junior High School students also change their

behavior on account of many other factors that are external. However, the educator’s

teaching style still plays a vital role in the student’s demeanor. This correlates with the

study by Nasir, et. al. (2015) which highlights that when educators teach well and provide

support to students, they have a less chance on misbehaving.

Overall Mean and Mode ratings of the Respondents in JHS

4.5

3.5

2.5

1.5

0.5

0
Teaching Style Personality Towards Moral Obligation
Students

Mean Mode

35
Figure 5. Mean and Mode response for Teaching Style, Personality towards Students,

and Moral Obligation.

Figure 1 reveals the responses of Grade 7-10 students regarding the overall factors

that affect their behavior towards newly hired teachers. The respondent’s ratings

concerning Teaching Style has a mean of 3.63. The same factor has a mode of 4 which

means that their most often answers of the questions in the survey questionnaire is

“agree”. Although, 4 is the most recurrent, the qualitative description still leads to an

undecided mean.

In addition, the factor “Personality Towards Students” accumulated mean is 3.49

and has a mode of 3. Thus, the respondents most frequent answers in the survey

questionnaire is “undecided”. However, the mean interpretation still remained undecided.

On the other hand, the respondent’s rating’s regarding “Moral Obligation” has a mean of

3.49. The same factor has a mode of 4 which signify that their most often answers in the

given survey questionnaire is “agree”. Although, 4 is the most frequent, the mean

interpretation still goes undecided.

36
 Furthermore, the accumulated grand mean of the overall factors is 3.54. Which

also denote as undecided according to the 5-point Likert Scale. The results show that the

identified factors namely teacher’s teaching style, personality, and moral obligation

remains uncertain in terms of affecting the behavior of JHS students towards newly hired

teachers. Hence, even though these factors remain undecided for the learners; however, it

still has an impact towards influencing their behavior.

ACTION PLAN

An action plan is a succession of systematized activities that must be carried out

accordingly in order to create a master plan that targets to address certain issues

concerning the results of this study. It has three utmost components which contribute to

the realization of this action plan. (1) Specified Tasks: what are the essential things that

must be done and by whom. (2) Time Setting: when will these activities be

performed/done. (3) Allotment of Resources: what particular resources can be used for

the activities.

LA SALLE UNIVERSITY - OZAMIZ CITY

INTEGRATED SCHOOL

SY: 2019-2020

37
 ACTION PLAN

TOPIC: ENHANCING NEW FACULTIES’ ATTRIBUTES TO SHAPE STUDENTS’

BEHAVIOR

RATIONALE:

The term behavior refers to an individual’s response to a certain circumstance or

happening. Thus, they express themselves concerning unto what factors affecting the

behavior of an individual. In relation to the students, there are certain factors that affect

their demeanor physically, mentally, emotionally, and spiritually. Seemingly, one of

these factors is their new faculties’: Teaching Style, Personality towards them, and their

Moral Obligation. Hence, the striving force of the researchers having this kind of topic is

for them to know the certain factors that affect the behavior of learners towards their

faculties knowing that, the institution has several fresh educators each year.

This study is conducted at La Salle University Integrated School which resides in

Abanil Ext., Aguada, Ozamiz City, Misamis Occidental. The respondents of this study

are the Junior High School students having the age range of 13-17 years old. The

researchers uses the descriptive-developmental type of research. Wherein, the descriptive

method notably engages to determine the factors affecting the behavior of students

towards their new faculties. Thus, the developmental research is established in order to

come up with an action plan in acknowledgement to the gathered results (see the tables

above as reference).

The result of the research denotes that new faculties’ teaching style, personality and

38
moral obligation are some of the factors that may or may not affect students’ behavior.

When the new teachers’ manner of teaching is articulate and effective, it’s either they

tend to have a cooperative behavior during class or not. On the other hand, the

personality of fresh educators may or may not alter the achievement of students and how

they act. Finally, the beneficial outcome of new faculties’ moral obligation is seen as

their uprightness hold the key to making right or wrong decisions.

RECOMMENDED ACTIVITIES:

Area of Program Objective/s Action to be Persons / Time

Concern Title Taken Office Frame
(Activities) Responsible
New Enhancing New Organize a Principal August
Faculties’ new Teachers seminar to new
Teaching faculties’ will be able teachers on the Academic
Style skills to improvise different Assistants
through their techniques in
excellence performance manners of
in teaching in class. educating

Adjustment New New Give a Administrative September

of New Faculties’ Faculties consultation to Assistants
Faculties’ Connection will be able new teachers on
Personality with to provide past
Students to motivational experiences, Guidance
Exceed in drive for behavior, and Counselor
their student background of
Studies development the institution’s
classes and
students.

39
 New Nurturing Give Principal October
Faculties’ New New assessment
Moral Teachers’ Educators regarding on Academic
Obligations Integrity will be able how the new Assistants
to embody teachers
moral executed their
uprightness moral
and convey obligations.
it to their Consequently,
learners. they will attend
sessions
wherein they
will be given
feedback based
on their
assessments
and they will be
engaged in life
reflecting
activities.

Submitted by
Von Alyssa R. Badong
Alyza Krishna R. Crisologo
Jerry C. Daan II
Mary Justine C. Saquin
CHAPTER 4
SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter reveals the summary, salient findings, conclusion, and

recommendations procured from the study.

40
 1. Summary

The comprehensive goal of this study is to acknowledge the factors that affect Junior

High School students’ behavior towards their Newly Hired Faculty. The respondents of

this research are approximately two hundred and sixty-five (265) Junior High School

students with age ranging from 13-17 years old, particularly studying at La Salle

University Integrated School, Ozamiz City, in the Academic Year 2019-2020. Moreover,

the study aims to discuss the identified determinants specifically, the new educators’

teaching style, personality towards students and their moral obligation, which can affect

the learners ‘conduct. Furthermore, the researchers utilize the descriptive-developmental

method. The descriptive method is used to distinguish aspects that determine students’

demeanor towards new educators in the institution. On the other hand, developmental

method is used to reproduce an appropriate action plan that conveys the purpose of this

research. Altogether, the descriptive-developmental method is crucial for this study to

discern behavioral factors that influence the students in their treatment with regards to the

Newly Hired Faculty and construct an action plan for the betterment of the institution.

2. Salient Findings

The results of the factors that affect the behavior of Junior High School students

towards their new teacher showed that:

2.1 Respondents agree that their new teacher has an engaging way of teaching

(mean: 4.07, mode: 4)

41
 2.2 Respondents agree that their new teacher is approachable (mean 4.03, mode: 5).

2.3 Respondents agree that their new teacher reminds students to pray every day

(mean: 4.20, mode: 5).

2.4 Teaching Style of new teachers ranks first with a mean rating of 3.63 and a mode

of 4.

2.5 Personality of New Teachers towards their students together with their Moral

Obligation both ranks second with a mean rating of 3.49. However, New Teachers

Personality towards the learners has a mode if 3 and their moral obligation resulting a

mode of 4.

3. Conclusion

Based on the findings, it can be concluded that new faculties embody an excellent

teaching style, adaptable personality and uphold moral values. Among the three

determinants, teaching style has the highest impact. It can be concluded further that new

faculties’ manner of teaching might alter the way the students act towards new teachers.

4. Recommendations

In consideration of the findings and deduction from the study, the following are

recommended:

4.1 Students will be engaged in activities that will improve their behavior to their

42
newly hired teachers.

4.2 Parents, as the first teachers of their children will encourage them to behave

appropriately even if they neither agree nor disagree whether their new educators have

outstanding teaching style, pleasing personality, and are performing their moral

obligations well.

4.3 Teachers will be evaluated regarding their teaching style, personality towards

students, and moral obligations. Whatever the outcome may be, they will attend sessions

on how to revamp or ameliorate their teaching style, personality, and moral actions which

directly affect their students’ behavior.

4.4 The school will support the realization of these activities in order to have

constituents with strengthened relationship.

4.5 Future researchers will consider other variables that this present study failed to

append.

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 APPENDIX A

Research Questionnaire Survey Letter

49
50
 APPENDIX B
Research Questionnaire
 APPENDIX C
Answered Research Questionnaires
 APPENDIX D

Complete Gathered And Tallied Data