Classroom teaching performance of college teachers handling specialized and non-specialized courses / Juanita M. Benito. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1996.;A thesis presented to the faculty of the Graduate School of Arts, Sciences, and Education in partial fulfillment of the requirement for the degree of Master of Arts in Education, Educational Administration. 56

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ABSTRACT: Rationale: Determining the classroom performance of college teachers handling specialized and non-specialized courses is deemed significant as it contributes to the enhancement of quality education in the classroom setting. Likewise, data on teachers' classroom performance can be used as inputs in decision-making regarding faculty assignment at the tertiary level. Statement of Purpose: The study attempted to answer the following questions: 1. What is the profile of the teacher-respondents with respect to the following variables: 1.1 Age; 1.2 Sex; 1.3 Educational attainment; 1.4 Length of teaching experience in 1.4.1 specialized courses 1.4.2 non-specialized courses, and 1.4.3 rank? 2. What is the level of the respondents' classroom performance as evaluated by the students, faculty themselves, and the academic deans? 3. What are the strengths and weaknesses of the respondents in the following areas: 3.1 instructional skills; 3.2 management; and 3.3 personal traits? 4. What is the reaction of the respondents toward their teaching assignment? 5. To what extent do the respondents prepare for their class when teaching the: 5.1 specialized courses, 5.2 non-specialized courses? Methodology: Basically, the descriptive method of research was used in the study with the evaluation form as the primary instrument. Interview and documentary analysis were likewise utilized to substantiate the data gathered from the questionnaire. The respondents included 125 college teachers of which 105 were handling specialized courses and 20 handling non-specialized courses. The other group of respondents were 225 students who rated their respective teachers using the criteria in the evaluation form. Percentage, proportion, and weighted were the statistical techniques used to analyze the quantitative data. Results: The study revealed the following findings: 1. On Teachers-Respondents' Profile Age and Sex. The average age of the respondents was 38 for the first semester and 37 for the second semester. The oldest group was 50 years old and above. As to sex, the proportion of female teachers is .63. Educational attainment. The highest percentage consisted of teachers with doctoral units or dissertation pending constituting 42.40 percent. The highest level however, was a doctoral degree with 8.0 percent. Length of teaching experience. The highest percentage that is 32 percent out of the 105 respondents have been in the service from 7-11 years with 23.80 percent teaching specialized courses. In the non-specialized courses, a proportion of .75 out of 20 respondents have been in the service from 7-11 years. Rank. Fifty-three respondents having a rank of Associate Professor got the highest percentage which was 42.40 percent. While the highest rank of professor had 8.00 percent with 10 respondents only. Lowest in rank was instructor with 32.00 percent. 2. Classroom Performance of Respondents Findings revealed that the classroom performance of both groups of teachers obtained a descriptive rating of very good in the areas of instructional knowledge, management skills and personality traits. On the basis of qualitative analysis, the classroom performance of teachers handling specialized courses do not differ from the teachers handling non-specialized courses. 3. Strengths and weaknesses of the respondents. It was found out that majority of the respondents obtained very good ratings in the competencies listed in each of the major areas. These ratings were considered strengths in both courses. These pertained to lack of time for student consultation, utilization of various methods of teaching and integration of values in the subject matter. 4. Respondents' reaction toward their teaching assignment Findings revealed that the respondents handling specialized courses expressed a positive attitude or reaction toward their teaching assignment. For those who were handling non-specialized courses, negative reactions were observed on the items on enthusiasm, sense of fulfillment, excitement, and feeling of confidence while positive answers were given on experiencing anxiety, and feeling bored and uncomfortable. 5. Extent of preparation for teaching Results disclosed that both groups of respondents prepared for the lessons to the full extent. However, in terms of the efforts exerted, the respondents handling specialized courses were found to exert less effort in mastering the content than those handling non-specialized courses. CONCLUSIONS: Based on the results of the study, the following conclusions are formulated: 1. The age of the respondents signifies that they have many more years to serve the university. 2. The preponderance of female teachers shows that the teaching profession is more attractive to women than men. 3. Generally, the respondents' educational attainment meets the DECS minimum requirements for college teaching. 4. The teacher-respondents both the specialists and non-specialists have considerably acquired the teaching competencies that will contribute to the enhancement of their classroom performance. 5. The faculty rank of the respondents shows that majority of the respondents have not yet met the required level that they are capable of obtaining. 6. The major field of specialization may not absolutely determine the classroom performance of the teacher. 7. Lack of variation in teaching methodologies is suggestive of the students' needs for variety in teaching-learning experience. 8. The minimal effort exerted by the respondents in values development shows that there is no prescribes policy regarding integration of values in various subject areas. 9. The 24-unit teaching load and the absence of consultation room have deprived the respondents' ample time for consultation. RECOMMENDATION: 1. There is a need to further reinforce the perceived strengths of the respondents' classroom performance and provide solutions for the perceived weaknesses through Mastery and Methodology of Instruction, Improved Classroom Management. 2. It is strongly recommended that the academic deans and faculty be provided with academic deans and faculty be provided with academic opportunities, commensurate promotion, rank and tenure and other incentives to further enhance their competence and strengthen their commitments whether teaching specialized or non-specialized courses. 3. Since the teacher-respondents are not too old nor too young in the profession, they should continue upgrading their faculty qualifications, providing meaningful opportunities by way of trainings, seminars and conferences both for specialists and non-specialists. 4. Intense dissemination of information regarding extent of preparation for teaching non-specialized courses could be undertaken. 5. Better facilities especially a consultation room for students outside classroom hours must be provided. 6. There is a need to encourage those teachers who have finished their master's degree to enroll in the doctorate program for the upgrading of faculty qualifications as well as those who are in the process of theses/dissertation writing and those who just earned masteral or doctoral units. 7. Both groups of teacher-respondents need to exert an effort in mastering the subject matter when preparing for teaching. 8. The faculty be stimulated to attain the highest rank of professor by pursuing a doctoral degree program. 9. Time for student consultation, utilization of various methods of teaching, integrating values in the subject matter have to be mustered. 10. The teachers ought to be prepared when handling specialized and non-specialized courses in order not to experience anxiety, boredom and uncomfortability.

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