Correlation of Professional Characteristic in

Teacher's Teaching Performance to the Students of

GRACE MISSION COLLEGE SCHOOL 2022-2023

An Research to
GRACE MISSION COLLEGE SCHOOL

Jedidiah Eliel F. Mayo

James Patrick M. Macatangay
2022

Chapter 1
 INTRODUCTION

Background of Study
Teaching Performance is used in term of
Teacher's performance to define the observable
outcomes in the classroom which develops or lack of it.
Teacher's Performance can produce quality students,
making it easy to pursue a quality secondary schools.
Effective And effecient teaching and learning process can
produce high achieving students. Therefore, it is
important to consider all the factors that affect the
performance of teachers. The purpose of a school must
be to give students the skill to get a job. This means that
the education is a way for anyone to support him or
herself to contribute to our society. The Teacher's
Teaching Performance also affects the Qualities of
student wether it's on negative or positive side. Qualities
of a Professionals include skills in communication,
listening, collaboration, empathy, and patience. One of
the most Important qualities of a Professional lies in the
ability to Communicate Succinctly and Directly. As a
professional one needs to make other students
dependent, to feel realable as a Teachers. It's also
important to make Professionals to used their skill to
grow top students to provide the knowledge and skill
that will enable students to Developed their full
potential, and become a successful members of society.
The relations between teachers performance and a
student can be in respect, value the individuality of each
student, and are kind and polite. A caring teacher gives
honest, but kind feedback, and offers second chances.
They help students with schoolwork, manage the
classroom well, and, perhaps most importantly, they plan
fun activities. Furthermore, sustained that teaching
methods work effectively mainly if they suit learners'
needs since every learner interprets and responds to
questions in a unique way. As such, alignment of
teaching methods with students' needs and preferred
learning influence students' academic. A professional Is a
great teacher that has the ability to lead and guide their
classroom; they can manage a number of different
personalities, including misbehaving children, and steer
them in the right direction. With their leadership skills,
they set a good example and are an important role
model in their students' lives.

Statement of the Problem

The purpose of this study is to know if theTeachers
credibility and performance of teaching affects the
Students in Grace Mission College School in year 2022-
2023. This research is discussed with grade 7-11 on how
a teachers professional characteristic affects the students
in Grace Mission College. To guide this study, the
following questions were formulated.
1.Does the teacher's professional Qualities/Characteristic
affects the teaching performance to the students in
Grace Mission College?
2.1 What are the Professional characteristic of a
teacher?;
2.2 Communication
2.3 Experience
2.4 Knowledge
2.5 Influence
2.6 Confidence
2.7 Consciousness
3. What is the relationship between professional
characteristic and the teacher's teaching performance in
Grace Mission College School in year 2022-2023?

Statement of the Hypothesis

There is no relationship between the
Characteristic of a professional and a teachers teaching
performance to the students in GRACE MISSION
COLLEGE.

Significant of the Study

This research was made for the purpose to seek
and protest the Teaching performance of a teacher. It
also includes few low academic grade students and
compares to other students that have high academic
grade. It's to see the qualities of a good teacher include
skills in communication, listening, collaboration,
adaptability, empathy and patience. Other characteristics
of effective teaching include an engaging classroom
presence, value in real world learning, exchange of best
practices and a lifelong love of learning. We ask the
student how they adapt and develop to a type of
Profession which helps them in any general subjects. This
research is to show that to teach is to engage students in
learning; thus teaching consists of getting students
involved in the active construction of knowledge. A
teacher requires not only knowledge of subject matter,
but knowledge of how students learn and how to
transform them into active learners. It's not on how the
student behave, it is in how well the Teaching is perform.
Broadly speaking, the function of teachers is to help
students learn by imparting knowledge to them and by
setting up a situation in which students can and will learn
effectively. But teachers fill a complex set of roles, which
vary from one society to another and from one
educational level to another. This research will affect
students as well, therefore teacher will obligated to
teach students based on their profession. This studies
knowledge is confirmed to help teachers to have moral
boost for the well being of the students. The words that
we had sought will have a huge impact for both teachers
and learners. This research is focused on How a teacher's
teaching performance affects the student in school.

Definition of Term

com·mu·ni·ca·tion

/kəˌmyo͞onəˈkāSH(ə)n/

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noun

1.

the imparting or exchanging of information or news.

ex·pe·ri·ence

/ˌikˈspirēəns/

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noun

practical contact with and observation of facts or events.

in·flu·ence
͝
/ˈinflooəns/

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noun
the capacity to have an effect on the character, development, or behavior of
someone or something, or the effect itself.

con·fi·dence

/ˈkänfədəns/

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noun

the feeling or belief that one can rely on someone or something; firm trust.

con·sci·en·tious·ness

/ˌkänCHēˈen(t)SHəsnəs/

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noun

the quality of wishing to do one's work or duty well and thoroughly.

Characteristic;

Noun

1.

a feature or quality belonging typically to a person, place, or thing and serving to

identify it.

Professional;

Adjectives

1.

relating to or belonging to a profession.

2.

engaged in a specified activity as one's main paid occupation rather than as a

pastime.

3.

worthy of or appropriate to a professional person; competent, skillful, or assured.

Noun

1.

a person engaged or qualified in a profession.

2.

a person competent or skilled in a particular activity.

Performance;

Noun

1.

the action or process of carrying out or accomplishing an action, task, or function.

Observable;

Adjectives

1.

able to be noticed or perceived; discernible.

Quality;

Noun

1.
the standard of something as measured against other things of a similar kind; the
degree of excellence of something.

2.

a distinctive attribute or characteristic possessed by someone or something.

Influence;

Noun

1.

the capacity to have an effect on the character, development, or behavior of

someone or something, or the effect itself.

Empathy;

Noun

1.

the ability to understand and share the feelings of another.

Dependent;

Noun

1.

a person who relies on another, especially a family member, for financial support.

Succinctly;

Adverb

1.

in a brief and clearly expressed manner.

Obligate;

Verb

1.

To commit to one asset

Theoretical Framework
According to Micheal Theall, the foundations of any
discipline are its definition, knowledge base, terminology,
structure, methodology, and epistemology. As we move from
basic knowledge to the complex organization and hierarchies of
information in the disciplines, we parallel the levels of Bloom’s
cognitive taxonomy : knowledge, comprehension, application,
analysis, synthesis, and evaluation.

This objective, “Gaining a basic understanding of the

subject,”as said of Michael it deals with acquisition of basic
information upon which more complex learning relies. While
traditional teaching methods, especially lecture and readings,
are quite efficient at “delivering” this kind of information, the
question is whether “delivery” is enough. Simply having the
information at hand does not guarantee that students will
understand it or know how to learn it. Are there ways to help
students learn the material more effectively and also be able to
use the information as they move into more complex cognitive
tasks?

Research has shown that there are two essential tasks to foster
student achievement: help students see the relevance and
importance of the information, and make it understandable. In
fact, the dimensions of teaching that are the strongest
correlates of student achievement are: preparation and
organization; clarity of communication; perceived outcome of
the instruction; and stimulating student interest in the course
content. The first two concern the organization of information
and its effective presentation and have traditionally been part
of a teacher’s preparation. The second two deal with
motivation and engaging students in their learning.
If students understand why information is important and
useful, if their curiosity is piqued, if they are appropriately
challenged, and if they perceive relevance of the content, they
will be willing to exert more effort and will perform better as a
result . From a different, but nonetheless important
perspective, these same dimensions are among the most
strongly correlated with overall student ratings of teaching and
courses.

Teachers must possess a great deal of different kinds of

knowledge. Lee Shulman has identified three general kinds of
knowledge required by teachers. The first is “content
knowledge,” an obvious and necessary ingredient. The second
is “pedagogical content knowledge,” or understanding of
pedagogy, teaching and learning, and its application to the
discipline. Finally is “curricular knowledge,” an enhanced
version of the latter where the teacher has a repertoire of
strategies, materials, approaches, and alternatives that are
called on to help students learn. Master teachers, by Shulman’s
definition, also possess the ability to take the principal concepts
of the discipline and translate them into language,
demonstrations, or activities that students can understand. In
other words (and particularly in introductory courses where
students most frequently have to learn terms, definitions,
classifications, etc.), the teacher provides both the
organizational structure and the appropriate level of complexity
for the students. Quite simply, this makes learning easier,
promotes success and enhanced efficacy, and creates a positive
motivational cycle in which students become more and more
willing to work and reap both intrinsic and extrinsic rewards as
a result. However, structuring and organizing information and
activities does not mean exercising complete control over all
aspects of the course. Making a course “learner centered” can
help you to get students more deeply engaged in the content,
and it can promote the kind of “deep learning” that
characterizes academic success.
 Chapter 2

Review of related literature

We agree that teachers are one of the most important school-
based resources in determining students’ future academic
success and lifetime outcomes, yet have simultaneously had
difficulties in defining what teacher characteristics make for an
effective teacher. This chapter reviews the large body of
literature on measures of teacher effectiveness, underscoring
the diversity of methods by which the general construct of
“teacher quality” has been explored, including experience,
professional knowledge, and opportunity to learn. Each of
these concepts comprises a number of different dimensions
and methods of operationalizing. Despite a voluminous
research literature on the question of teacher quality, evidence
for the impact of teacher characteristics (experience and
professional knowledge) on student outcomes remains quite
limited. There is a smaller, but more robust set of findings for
the effect of teacher support on opportunity to learn. Five
measures may be associated with higher student achievement:
teacher experience (measured by years of teaching), teacher
professional knowledge, and teacher provision of opportunity
to learn. These factors provide the basis for a comparative
cross-country model.
Local
https://journals.researchsynergypress.com/index.php/ijtaese/
article/view/388
Betty Rojas Ereje
Emiliano Tria Tirona Memorial National Integrated High School,
Philippines
Silvia Catalan Ambag
Polytechnic University of the Philippines, Philippines

The paper aimed to correlate the teachers’ performance and

learning outcomes on grade 10 students’ first periodic test and
the teachers' Performance as assessed by headteachers and
students in relationships with the knowledge of the subject
matter and pedagogical approaches such as constructivism,
collaborative, integrative, inquiry-based and reflective
approaches. The respondents were the schools offering the
same strands on Information and Communications Technology,
Cookery and Wellness Massage located in North Cluster,
Division of Cavite Province in the Philippines. As to the
knowledge of the subject matter and pedagogical approaches,
the teachers' Performance was outstanding as assessed by
headteachers. Amongst the pedagogical approaches, the
integrative approach obtained the highest meanwhile. The
reflective approach got the lowest mean. The data were
analyzed with the descriptive method and documentary
analysis on teachers’ performance and learning outcomes on
students’ first periodic tests. These were also the means of
obtaining the data requirements of this research. The findings
revealed that the teachers' Performance was highly satisfactory
as assessed by students. Amongst the pedagogical approaches,
constructivism approach acquired the highest mean while
reflective approach got the lowest mean. Moreover, there is a
significant difference on teachers' Performance as assessed by
headteachers and by students, and there are a significant
relationship and weak positive correlation on teachers'
Performance on learning outcomes of students' first periodic
test and on the assessments of students as to knowledge of the
subject matter and pedagogical approaches except for
reflective approach which has a very weak positive correlation.

Ereje, B. R., & Ambag, S. C. (2020). Teachers’ Performance and

Students’ Learning Outcome in the Division of Cavite Province,
Philippines. International Journal of Theory and Application in
Elementary and Secondary School Education, 2(2), 143–158.
https://doi.org/10.31098/ijtaese.v2i2.388
Foreign Literature