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Balignasay, Rafael I. |
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The professional preparation and the teaching performance of faculty members of the Makati College as perceived by students, teachers and administrators / |
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Rafael I. Balagnasay, Jr. |
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28 cm. |
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xix, 137 pages |
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Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 1990.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in Education major in Educational Administration. |
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ABSTRACT: The study described and analyzed the professional preparation of faculty members of the Makati College during the first semester of the school year 1989-1990, in relation to the quality of their teaching performance. Specifically, the study sought to answer the following questions: 1. What is the profile of faculty members in the different institutes of Makati College with reference to their: 1.1 Professional Preparation 1.1.1 Educational attainment 1.1.2 Length of teaching experience 1.1.3 In-service trainings/ seminars attended or participated in 1.1.4 Civil service eligibility? 2. What are the perceptions of the students, teachers, and administrators of the faculty members in relation to: 2.1 Personal Qualities 2.2 Teaching Performance 3. Is there a significant relationship between the professional preparation of the faculty members and the perceptions of the students, teachers and administrators in terms of: 3.1 educational attainment 3.2 Length of teaching experience 3.3 In-service trainings/ seminars attended or participated in 3.4 Civil service eligibility? SCOPE AND DELIMITATION The study was limited to a single research environment, the Makati College. Only 75 (65.2%) out of 115 faculty members were participated. The study was delimited to the following: 1. Faculty members' personal information 2. The research-made instrument for evaluating faculty effectiveness validated by experts in guidance and counseling, psychology and education was the basis for evaluation of teaching effectiveness. RESEARCH METHOD This study utilized the descriptive method of research. The research is intended to obtain a description of the students, teachers and administrators on teachers' professional preparation and teaching performance. Data for the distribution profile of the faculty respondents in the different institutes of Makati College were gathered through questionnaire. The participants were evaluated by students, administrators and by themselves by using the same instrument for evaluating faculty effectiveness. Some other personal records were looked into and were taken from the faculty file. The perceptions of the participants in each item of the instrument and their personal records were the bases of analysis. TREATMENT OF DATA It is in this view, that descriptive statistics like the percentage, ranks, frequencies, the use of t-test and chi-square were used to test the hypothesis formulated in this study. To determine the students, teachers and administrators perceptions on faculty respondents' personal qualities and teaching performance, the means were computed for each item in order to get the overall perceptions. To compare the perceptions of students, teachers and administrators on faculty respondents' personal qualities and teaching performance, a t-test for un-correlated means was used. To determine the relationship between the perceptions of students, teachers and administrators on faculty respondents' personal qualities and teaching performance and their professional preparation, a chi-square test was used. FINDINGS The educational qualifications of the faculty respondents showed that majority of them, 51 (or 68 percent) had earned units leading to a master's degree. Only 15 (or 20%) were bachelor's degree holders, and the remaining 12% were master's and doctoral degree holders. As to the length of their teaching experience, 30 (or 40 percent) had teaching experience of 6 to 10 years, 25 (or 20%) had experienced teaching for 1 to 5 years, only 4 (or 5.3%) had taught for less than a year. With regard to their civil service eligibility, 70 (or 93%) had passed the Professional Board Examination for Teachers and 5 (or 7%) had not taken the board examination for teachers but were civil service eligible, having passed the civil service sub-professional and professional examinations. It was further found out that 19 (or 25.3%) of the respondents had spent 300 hours and above in seminars or in-service trainings. While 10 (or 10.7%) obtained 200 to 299 hours, 17 (or 22.7%) had spent 100 to 199 hours and 31 (or 41.3%) had acquired less than 100 hours. The general perceptions of the students on faculty respondents' personal qualities and teaching performance were both Very Satisfactory. While, the teachers self-perception of their personal qualities and teaching performance was Outstanding. Likewise, the administrators' perceptions on respondents' personal qualities and instructional skills were Very Satisfactory. The students' mean and teachers' mean perceptions on faculty respondents' personal qualities and teaching performance, registered no significant difference. There was also no significant difference between the perception means of teachers and administrators and the means of students' and administrators' perceptions. The faculty respondents' educational attainment and their personal qualities as perceived by students, teachers and administrators showed that there exists no significant relationship. The respondents' length of teaching experience and their personal qualities as perceived by students, teachers and administrators were also found to be not significant. The respondents' number of hours spent at seminars and their personal qualities as perceived by students and teachers were found to have no significant relationship, but as perceived by administrators, they were found to have a significant relationship. Furthermore, the respondents' civil service eligibility and their personal qualities as perceived by students, teachers, and administrators revealed that there exists no significant relationship. The faculty respondents' educational attainment and their teaching performance as perceived by students, teachers and administrators were found to be insignificant. Similarly, the respondents' length of teaching experience and their teaching performance as perceived by students, teachers and administrators were found to be insignificant. The respondents' number of hours spent at seminars or in-service trainings and their teaching performance as perceived by students, teachers and administrators were found to be significant and as perceived by teachers, the relationship was found to be insignificant. Also, the perceptions of students, teachers and administrators on the teaching performance of the respondents and their civil service eligibility were found to be insignificant. CONCLUSION Generally, the teaching staff of Makati College is dominated by teachers who had earned units leading to a master's degree, had teaching experience of 6 years and above, had spent 200 hours and above at seminars or in-service trainings and were eligible. The students perceived their teachers a little higher, based on the weighted mean of each item, on personal qualities and teaching performance. This could perhaps be attributed to the fact that students perceived the personal qualities of teachers better and easier than their teaching performance. Also, it is possible, that students at this stage may not be mature enough and may lack experience to perceive or evaluate accurately whether a teacher possessed the teaching skills or not. The overall picture of the teachers' perceptions suggests that they have a high self-concept and they think well of their classroom performance. They seemed to have confidence in their personal qualities and teaching skills, as well as in their teaching performance. This further implies, that they perceived themselves as possessing the qualities and skills needed for effective teaching to a certain degree of proficiency. The administrators' perceptions on respondents' personal qualities and teaching skills have lower evaluation compared to teachers' and students' evaluations. This could probably mean that the administrators are more critical of their instructors and set higher standards for teachers' performance. Generally, the students, teachers and administrators perceptions on faculty respondents' teaching performance were Very Satisfactory. However, there were certain areas in personal qualities and teaching skills where teachers felt some improvement needed. Likewise, students' teachers' and administrators' evaluations of the teachers' performance can be used to identify the strengths and weaknesses of the faculty members, so that corrective measures can be adopted to improve instruction. |
| 520 ## - SUMMARY, ETC. |
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RECOMMENDATION The findings of this study should be made available to all teachers and administrators to have them a full grasp of the important factors to be considered for effective college teaching. Likewise, the findings of this study could serve as an input for administration to formulate guidelines, seminars, workshops and conferences for teachers. Teachers who need improvements in some aspects of teaching should be helped, guided and motivated in improving themselves. |
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| Material-specific details |
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| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |