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CHAPTER I

BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGYCITY OF NAGA College of Education 55research naminCHAPTER I Introduction

IntroductionA teacher has always been thought as one of the noblest human beings. She/he is considered as the central figure in the school and a second parent to the students, because of the task a teacher must perform in order to achieve the schools vision and mission. S/he has a number of roles such as teaching, facilitating, and the most important task is to inspire all of his/her students (Cebrel, 2005). Teachers are often viewed as the most important variable in learners 'educational environment. Many professors in different universities and colleges say that a teacher never knew where his/her influence stops. Without the help of the teachers we dont have enough knowledge. Yes we all know that knowledge is everywhere but we need guidance good motivators and will direct the learners quest of knowledge. Upon their shoulders lie the futures of our youth. The task of a teacher is virtually a variety of human traits and competencies. The teachers job is not only to teach but to influence in promoting the development of basic skills, desirable work habits and attitudes, values, judgment and adjustments to the individual learners environment. In many instances teachers spend more time with their students than their parents do, school schedules are demanding so it is important for teachers to be effective in their methods, instead of simply being the figure head of the classroom. They are attributed to two major categories which are personal and professional qualities. Personal qualities refer to the teachers personality including the teachers beliefs, interest, attitudes and his/her interrelation with his/her students, co-teachers, school administrations and non-teaching personnel. On the other hand, professional qualities pertain to the teachers mastery of the subject matter. Generally teachers are observed and rated by their supervisors. In some colleges and universities teachers in the tertiary level are rated by the students by evaluation sheet the teachers performance was rated. The items in evaluation instrument are generally similar across all levels of education. The areas usually include teaching competencies, management and evaluation skills, professional ethics and personal qualities. Through evaluation the teachers performances are being measured for improved.The idea of effective teacher for each individual is variable. Students perception, opinions and/or experiences about an effective teacher are different. An effective teacher has been considered, sometimes, as a perfectionist, encouraging, approachable and caring, other times as intelligent, but above all, as enthusiastic, funny, clever, affective and understanding, open, and with a relaxed style while teaching. In 1964, Holt addressed that learning is enhanced by the teachers knowledge, enthusiasm and responsibility towards creating a warm class climate enhancing the students desire to learn and to accept the challenges of thinking and enquiring into all that is offered by the teacher. Stronge et al (2004) stated that teaching is vocational, and most effective teachers are passionate about their chosen profession. However, he also added that an effective teacher is always in a constant learning process due to changes in terms of the students characteristics, the curriculum, the community, and finance among many others.According to Gibbs (2002) Teachers need to be able to survive the demands, threats and challenges within the diverse circumstances of teaching He stated that an effective teacher needs the capacity to be persistent, flexible, and innovative on new teaching approaches and be prepared in the case of failure. For Stronge et al. (2004) the effective teacher has a psychological influence on the students, having a strong influence on their achievement. According to Killen (2006), the effective teacher is the one who has clear objectives and own goals of teaching. A teacher can provide the students with the answer of a question, which can be effective only if the main objective is simply to compare and analyses different results. However, if the objective is to make the student think about the option of providing different possible answers, the teacher, in this case, may be regarded as ineffective. Smith (1995) stated that teachers and teaching need to be creative to allow the students learn naturally. He also added that educational institutions should spend more time on doing and less time on talking about learning and teaching In addition, Gurney (2007) suggested that instead of reflecting on theory and practice, we should reflect on what we do in the classroom.Effective teachers need to focus on students achievement. Alton-Lee (2003) pointed out that an effective link between school and cultural context is needed; apart from being caring, and enhance assessment, feedback and evaluation, as well as being responsible to students learning process, the curriculum goals, the multiple tasks and the contexts. Gurney (2007) suggested that to be an effective teacher there should be an interaction among different factors. One of them is the teacher knowledge, enthusiasm and responsibility for learning. Another factor is that effective teachers should provide the students with activities and assessment that encourages them to learn (and learn through experience), as well as having an engaged feedback. Finally, to create a warm environment and a relationship with the students in which respect will enhance learning. According to Borich (2000), the responsibilities of effective teachers are to have lesson clarity, instructional variety, teacher task orientation, engagement in the learning process and student success rate.Therefore, effective teachers do not teach in front of the class doing a good demonstration on the extensive and deep content knowledge, they teach to promote and enhance learning. Besides, they knows how to manage, not only their knowledge, but also the classroom and the students in terms of discipline, work, interaction between teacher- students-students, how to give instructions, and how to assess and evaluate activities, the students and their own work. Therefore, to be effective teachers also imply to have a series of qualities, in terms of professional and personal skills.The major contribution of the current study is its focus on personal characteristics of teachers, such as personality and negative feelings, these are variables that may contribute to the teacher-student interactions, emotional support and behavior and guidance in the classroom.

Statement of the ProblemThis study aims to assess the personal and professional qualities of the teachers.Specifically, this study aims to answer the following questions:1. What is the demographic profile of the respondents in terms of:1.1Age1.2.Sex1.3Field of Discipline undertaken2. What is the level of perception of the students about the teachers in terms of:2.1. Personal Qualities2.2. Professional Qualities a. Commitment b. Knowledge of the Subject c. Teaching Strategies and Methodologies, and d. Management of Learning3. What are the levels of performance of their teachers based on the students evaluation?

AssumptionsThis study is guided by the following assumptions that:1. The demographic profile of the respondents varies in terms of age, sex, and fields of discipline 2. The levels of perception of the students about the teaching performance of their teacher also varies.3. There are activities that can be proposed to further enhance the Personal and Professional qualities of a teacher to be more effective and efficient in the teaching practice?

Scope and DelimitationThe 40 respondents were students from Ateneo de Naga (ADNU) (a Higher Education Institution) located at Ateneo Ave., Bagumbayan Sur Naga City. This school is selected because of its accessibility to the researchers. This study was undertaken to assess the personal and professional qualities of the teachers and the respondents perception on their teachers performance in terms of Commitment, Knowledge of the subject, Teaching Strategies and Methodologies and Management of Learning. It does not delve into the relationship or difference of the teachers qualities to his/her teaching performance.

Significance of the StudyThe study undertaken is of significance and beneficial to the following:Students. The findings of this study could enhance the students awareness regarding teachers performance and could lead them to better understanding of how important the efficiency and effectivity of a teacher in performing his/her duties and obligations in the class.Teachers. Results of the study will make them more aware of how they show their personality in the class and these could give them encouragement to enhance more their capacity and effectiveness in performing their duties and obligations in and out of the classroom.School Administrators. This study would benefit them by provide them the concrete and reasonable bases regarding their teachers performance and could help them analyze and do possible actions to improve the teachers performance. Researchers. (SLP Students). They can indulge to other studies such as performance of teachers per subject area.

CHAPTER IIReview of Related Literatures and StudiesThe chapter presents a selection of literature and studies that has a bearing on present study. Most of the literature gathered comprises the teachers performance.Related LiteraturesColumnist Fransisco (2009 ) in one of his columns talked about the strengthening of teacher education which is initiated by Commissioner Nenalyn Defensor of Commission on Higher Education. Commissioner Defensor emphasized her personal advocacy Save our Future-Save our Normal Schools. She identified the nine original normal schools that started as normal schools and are now either integrated with other schools and/or converted into universities. She enjoined the administrators and deans present to do something to save the normal schools. Teacher Education program is now in state of degradation attributed to poor quality of teachers and therefore the urgent need to strengthen it. Chairman Emmanuel Angeles who delivered the inspirational message reiterated the importance of teacher education in shaping the country and the need to do something to improve the quality of teacher education graduates. He assured all those present of his full support to strengthen the teacher education program in terms of allocating funds for faculty development, faculty improvement, scholarships, and optimum use of information and communication technology. He exhorted everyone to do much, much more the younger generation if only to prove our love country. He enjoined everyone present to work together and support the effort of Commissioner Defensor.Various studies and researches has been made in order to identify the factors affecting teachers performance and the effect of these teachers performance to students learning.Rivkin, Hanushek, and Kain (1998) identify teachers as a major determinant of student performance, but do not describe teacher quality in terms of specific qualifications and characteristics. They show strong, systematic differences in expected achievement gains related to different teachers using a variance-components model. Their research identifies teachers quality as the most important school-related factor influencing student achievement. They conclude from their analysis of 400,000 students in 3,000schools that, while school quality is an important determinant of student achievement, the most important predictor is teacher quality. In comparison, class size, teacher education, and teacher experience play a small role.Likewise, Sanders (1998) and Sanders and Rivers (1996) argue that the single most important factor affecting student achievement is teachers, and the effects of teachers on student achievement are both additive and cumulative. Further, they contend that the lower achieving students are most likely to benefit from increases in teacher effectiveness. Taken together, these multiple sources of evidence however different in nature all conclude that quality teachers are a critical determinant of student achievement. In the current policy climate of standards-based reform, these findings make a strong case for gaining a better understanding of what really a understanding of what really accounts for these effects.The resource-intensive nature of teachers coupled with the empirical evidence documenting the critical role of teacher quality in realizing student achievement implies that teacher policy is a promising avenue toward better realizing goals of efficiency, equity, and adequacy in public education. Indeed, recommendations for reforming the preparation of teachers have become commonplace in reports aimed at improving public education (Bush 1987).The recent federal education legislation, No Child Left Behind (NCLB), further underlines the importance of having a high-quality teacher in every classroom in every school. The Bush Administrations proposal, which specifies what defines a highly qualified teacher, is based on the premise that teacher excellence is vital to realizing improved student achievement. This legislation, along with typical hiring and compensation systems, assumes that years of teaching experience, teacher certification, engagement in certain types of course work, and performance on standardized assessments are indicators of highly-quality teachers.Effective Teacher -Professional SkillsEffective teachers are distinguished by their dedication to the students and to the job of teaching, and feel responsible for the achievement and success of the students and own professional development. Effective teachers really believe that all students can learn, although all learn differently. They strive to motivate and engage all their students in learning rather than simple accepting that some students cannot be engaged and are destined to do poorly.There are many different types of teachers. For instance, among many others, there are those who walk into the classroom, and some students do not even notice them; also there are some who seem to be authentic dictators, and students are even afraid to ask anything in the classroom. There are those who read from a book, or talk constantly, during the whole session, while students keep just copying; or even those who just talk, and by the end of the lesson, students do not even know what the lesson was about, because the objectives, structure and/or theme were not clear, even for the teacher.Content KnowledgeFor many, including teachers, the most obvious requirement to be an effective teacher is the content knowledge of the subject. Reynolds and Muijs (1999) considered good content knowledge responses to spontaneous and demanding students questioning. According to the McBer Report (DFES, 2000) students expect a teacher to have good content knowledge to be considered effective, which inspire the students confidence in the teacher. In addition, Ferguson & Womackl (1993) stated that effective communication of content knowledge is a hallmark of good teachers. However, having good content knowledge is just one of many vital factors and qualities, which an effective teacher needs to have in order to enhance learning and achievement.Good PlanningHaving good content knowledge is not so effective without a well-planned lesson. A lesson plan makes the content and the session interesting and involving. Good planning facilitates clear explanations, and it provides a wide range of resources suitable to students needs. It assists with effective use of oral questioning, giving instructions, being flexible, and having an impact on the students stimulation to encourage their interest and participation. Effective teachers should give meaning to the subject by facilitating relevant material to the students wherever possible, and by finding means to stimulate interest on it. Besides, they must be prepared to reconsider whether the material and methodology is suitable to be re-presented in the classroom. Craig and Dickenson (2003) pointed out that good planning ensures that lessons include periods where students are allowed to have discussion in open or close groups or in pairs. Good planning organizes the material which allows doing more and better during a session. Gurney, (2007) also pointed out that should allow the students to give the teacher their feedback in order to improve own knowledge, methodology and learning environment if needed. Cruickshenk & Haefele (2001) stated that effective teachers are able to qualitatively do more with the same amount of time However, good planning also implies classroom management and organization to achieve learning.Classroom Management and OrganizationEffective teachers manage and organize the classroom, in the beginning of the year, according to the students needs and preferences to create an optimistic and warm learning environment for all the students, and enhance learning. Emmer et al. (1980,2003) stated that effective teachers takes time in the beginning of the year and especially on the first day to school to establish classroom management, classroom organization and expectations for students behaviorAccording to Sokal et al. (2003) classroom management seem to be a high priority for novice and experience teachers. However, management is not parallel to strict rules; in fact, management is to anticipate students needs, and then prepare a suitable year plan, procedures, activities, assessment, evaluation criteria, and above all, clear instructions to the students to promote students motivation, enthusiasm and learning. Effective teachers use low classroom rules, and more routines to maintain a relaxed and warm environment to enhance learning. Marzano et al. (2003) stated that minimum number of classroom rules, which tend to focus on expectations of how to act toward one another, maintain a safe environment, and participate in learning. McLeod et al. (2003) distinguished from rules, and stated that is more effective and efficient to use routines in the classroom. Stronge et al. (2003) also suggested that effective teachers use more routines for daily tasks than rules. Wong and Wong (2005) distinguished between routine as what the students do automatically, and procedure as what the teachers want to be done.While classroom management focus on instructions which influences the students in terms of psychological behavior to learn, classroom organization influences the students motivation to learn created from the physical learning environment. Effective teachers organize the classroom to promote learning and interaction, and have to create an optimal learning environment where students feel comfortable and relax in terms of decoration, accessibility and mobility. According to Stronge et al, (2004) part of the classroom organization is the furniture arrangement, the accessibility of material, and the decoration. Kohn (1996) stated that the furniture arrangement facilitate interaction.Classroom BehaviorGood classroom management and organization, and a good lesson plan also minimizes the likelihood of misbehavior. Craig and Dickenson (2003) stated that almost all classroom behavior is learned and that students must clearly understand what is expected of them. The responsibility lies with the teachers to explain how and why they want them to work in that way, and to give positive feedback when students respond positively. In the McBer Report (DFES, 2000), it is stated that students themselves want a teacher to keep discipline in the classroom. According to Kyriacou, (1998) maintaining discipline is necessary for learning to be effective. He also suggested that students misbehavior can be minimized by generally skillful teaching. Wong and Wong (2005) differentiate between manage and disciple. They stated that effective teachers manage their classrooms with procedures and routines. Ineffective teachers discipline their classrooms with threats and punishments. They also underlined that discipline has to do with how students behave, and management has to do with procedures on how students have to work in the classroom. Many ineffective teachers use reward stickers, incentive gifs, infractions cards to discipline their classroom with punishments. They only waste time, and do not solve the problem, effective teachers manage the classroom with procedures and routines to maximize and engage learning time.Misbehavior such as luck of silence can occur. Some seemed to obtain virtual silence all the time. Others obtain almost perfect silence, but pupils need regular reminders, while others, seldom achieved any silence and pupils behavior needed regularly keeping in check. Craig and Dickenson (2003) pointed out that it is unreasonable to expect total silence for extended periods. On the other hand, an effective teacher is aware that some students might prefer to sit quietly and have low active participation in the classroom activities, although will know how to make the student participate.Individual DifferencesMany teachers still teach their students in the same way they were taught. Some because they, erroneously, think that the traditional teaching is more effective, others because they just do not worry much about alter their own and bad routine by laziness, and other because they think that students have to adapt to the teacher own methods. Wickham (2003) warned that the teaching styles used by each teacher can be strongly influenced by their own learning style. Effective teachers should be able to personalize the leaning for their students. They understand that students develop as different rates and that in every classroom there will be a range of student abilities and aptitudes. The teacher must feel the pulse of a classroom and modify the teaching methods to maintain a high level of interest, no matter what the subject is. They also use their knowledge of learning processed to determine which will be most effective to help the particular students in their classes learning successfully. Effective teachers strike the right chord with the students and have a sixth sense about those who need more help. For these reasons, it is vital to know the students` needs, their learning strategies and style, personality, motivation, attitude, abilities, even background to be able to help them.In addition, effective teachers use techniques that best serve the learning needs of their students. They use them to have each student working on tasks that engage and challenge them to achieve personal best. There are many things that students can learn themselves through discovery, and/or in a more direct way. Some students learn by being exposed to learning opportunities, while others will need concerted direct teaching and correction by the teacher before they master the learning requirements. Effective teachers help students learn on their own, as well as from others, from outside the school, and from various sources such technology, (Lowman, 1995) Effective teachers must be prepared to reconsider whether the material and methodology is suitable to be re-presented in the classroom. In addition, effective teachers understand that students learn best if their particular culture, background and abilities are acknowledged by the teacher and the methodology and procedure can be adapted to the students needs, (Zeichner, 1993).Communication SkillsCommunication skills are vital for anyone who has a teaching job. Effective teachers are always effective communicators. They communicate clearly about course objectives, content and testing, making sure to provide a rationale for learning particular material and adapt instruction to their student's level of knowledge and skill. Lacks of communication mean that the students will not understand key concepts at all, or they will do incorrectly. Effective teacher can take something that is complex and present it in a way that can be easily absorbed by the students, and through different verbal and non-verbal communications (Prozesky, 2000).The Teacher Teachers confidence pays an important role in effectiveness. Confidence to teach subject matter influences the teaching outcomes (Bandura, 1997). If effective teachers believe in themselves, they achieve a lot in the classroom, and students know who is in charge, and the teacher knows what material to cover, and how to teach it.Effective teachers are passionate about teaching and the subject. If the teachers do not love their job, the students perceive it, influencing in their low motivation. Besides, if they do not love the subject, therefore, how can the students are going to love it? Effective teachers have an energy that almost makes them glow and they tackle each lesson with a sense of challenge, rather than routine. Wolk (2001) stated that when the teacher is passionate about learning can create an infectious classroom environmentBesides, Gurney (2007) pointed out that when the teachers show enthusiasm, and there is interaction in the classroom, the work of learning process is turned into a pleasure. In addition, teachers who are enthusiastic about their subjects and learning, motivate students, and therefore increase achievement (Stronge et al., 2004).Motivation for LearningMotivating students make them to be more receptive and excited about the subject, make them be aware of the value and importance of learning, and have a better attitude to learn. Effective teachers makes the students increase their academic self-concept, their interest in the subject and the desire to learn more, and therefore to have a high level of achievement (NWREL, 2001). It also been stated that students see the effective teacher as a motivational and a leader when the teacher encourages them to be responsible for their own learning. Also when high standards and challenge tasks and a variety of strategies such as cooperative learning (Fisher, 2003); and when relevant reinforcement and feedback have been provided during the process, enhancing learning as a result. Humor can be a powerful ingredient in every lesson. Effective teachers do not need to be clowns, but it is beneficial to have good sense of humor, and been willing to share jokes with the students to break negative-cold barriers.Respect, Fairness and EquityRespect, fairness and equity are identified as the prerequisite of effective teaching in the eyes of students. Kyriacou, (1998) stated mutual respect as an essential feature of the classroom to establish the right climate for effective teaching and learning. He also added that respect requires the students to know that the teacher is competent, interested in their progress and is committed. Effective teachers should avoid situations of luck of respect among students who do not respect their peers. Fairness is so appreciated by the students, and effective teachers respond individually to misbehavior, rather than to the whole class, (Stronge et al. 2004). He added that students expect to treat them equitably in any situation, either in case of misbehavior, assessment results, religion, ethnic background, age, etc. and to avoid favoritism (Peart & Campbell, 1999). Therefore, effective teacher continually demonstrate respect to their students (inside or outside the classroom), fairness and equity regarding individual situations, age, background, ethnicity, religion, economical status, and so forth).Teacher Learning DevelopmentEffective teachers have high expectations of students in terms of both their standard of learning and their behavior, but they also have high expectations of themselves and their own learning development. Effective teachers constantly self-evaluate critique and reflect on how well they are getting through to their students, and search for better ways of teaching, new tools, materials and methodologies especially for those who are not achieving learning as well as others. In order to achieve some of these skills, many British institutions of higher education require attendance at a short introductory course on university teaching and learning, but in many systems voluntary participation is the norm. Effective teachers are willing to promote their own learning by investing on training and/or inviting observation and suggestions from colleagues. Collings (1994) stated that a teacher should be in constant training-learning process, and have capacity to reflect upon own practice. Stronge et al. (2004) stated that staff development is vital to effective implementation, and can help teachers to learn new strategies to be applied. They also work collaboratively with other staff members, are willing to share their ideas, and assist other teachers with difficulties and volunteer to lead work teams and to be mentors to new teachers, (NETI, 2009). They are informal leaders who are not afraid of taking risk to innovate or improve education. Therefore, effective teachers participate in creating a collaborative environment of a positive working relationship. Effective Teacher -Personal SkillTogether with professional skills, effective teachers use their personal skills with the students as these skills play an important role in students learning process, achievement, and behavior.CaringEffective teachers care about their students in order to bring the better of each one to encourage learning. According to Gurney (2007), learning has been considered as an emotional exercise which will allow the students to get engaged as it appeals to be emotionally. Besides, Eisner (2002) suggests that teaching is a caring exercise which takes an important role in effective learning process. Showing care includes listening to the students, not only when they are in the classroom, but also about their particular lives and/or personal problems. The role of the effective teachers, in this situation, is to be good listeners, paying attention to, and showing understanding through tenderness and patience. According to Stronge et al. (2004) students perceive effectiveness when teachers show kindness, gentleness and encouragement. Effective teachers demonstrate genuine concern and empathy toward students through understanding the students concerns and questions. Stronge et al. (2004) stated that effective teachers listen to the students arguments and help and/or indicates them how to resolve their problems, and are willing to talk about their personal lives and experiences respecting the confidentiality issues. Therefore, there is a more effective achievement when the teacher demonstrates that cares about the students and knows them individually.Knowing the Students IndividuallyEffective caring teachers also know the students individually and give them individual attention and develop productive relationships with their students. They treat their student with respect and expect the same in return, enhancing the students learning progress. It is not enough to know the students in their formal setting (in the classroom: their learning strategies or learning style), but also, to know them in their informal setting (outside the classroom: likes and dislikes, background, their motivation, aptitude and attitude to learn). These have great effect on behavior and performance in the classroom, and in their learning process (Cruickshank & Haefele, 2001). In addition, according to Stronger et al. (2004) caring goes beyond listening, understanding and knowing the students, it is also being patient, kind, warm, sensitive, human with them. It is to be adaptable to particular students situations, honest, trustworthy, encouraged, and having and showing affection and love for them. Sizer (1999) stated that students cannot be taught well if we do not know them.Teacher-Students RelationshipEffective teachers do not only have a teacher-student relationship in the classroom, but also demonstrate interest in students lives beyond the classroom, using a wide variety of strategies to interact with them outside the class, and the educational institution. This also encourages students to perform their best in the classroom (Kohn, 1996). The election on the type of social event can be easier if the teacher knows the students preferences. Students really appreciate the teacher who attends social event with them, such as the graduation, the end course dinner, a visit to a museum, a local event, a concert, etc. According to Stronge et al. (2004) the social interactions between the teacher and students encourage students leaning and achievement. Besides, this helps introvert or low self-esteem learners to be better integrated in the group. This increases students participation and motivation, which enhance a more favorable leaning environment, and challenge the students to succeed. Wolk, (2002) stated that a strong relationships with the students helps to decrease discipline problems. Therefore, a teacher who spends more time interacting socially with the students, working directly with them, and demonstrates a sense of fun and willingness to participate, in a friendly and personal manner, is considered to be effective. Knowing the students and having a teaching-student relationship with them creates a warm classroom and learning environment.Classroom EnvironmentWang et al. (1997) found classroom climate to be one of the most important factors to affect students achievement, although, on the contrary, it has been a strong predictor of students aggression. However, having an optimal relationship with the students helps to create a warm and safe classroom environment so that students can achieve their potential, as they feel safe and confident to attempt new tasks and participate (Reynolds and Muijs, 1999)Related StudiesWilson, Floden, and Ferrini-Mundy (2001) in their review of the research on teacher preparation conducted for the U.S Department of Education reveals empirical studies conform to variety of accepted methodological approaches and a use a range of measures of teacher effectiveness are used to ascertain what existing evidence says about the relationship between teacher attributes and their performance. In addition, this approach pays close attention to a number of contextual factors (e.g., level of education, subject area, and type of student) as a way of drawing conclusions across studies. Clearly, the context of teaching is important and may affect the impact of the teacher attributes considered in this analysis. In fact, when existing studies are considered as a whole(without breaking them down by contextual factors such as subject area or grade level),findings tend to be existent across studies; context variable may help to explain the apparent inconsistency of the existing research. In other words, a particular teacher attribute (e.g., a subject-specific masters degree) may be an important predictor of a teacher effectiveness in some contexts (e.g., high school math), but may not matter at allows may even have a negative effect in other contexts ( e.g., first grade reading .). This careful attention to the contexts of teaching, wherever possible, helps tease outcome effects that that would otherwise go undetected in reviews that neglect to consider this factors. The goal off this study is to sort through the available evidence to draw conclusion about what matters, what has been studied but has not been shown to matter, and what has not been adequately studied.Marsh and others, 1979 express that student evaluation of teachers performance, or student ratings, is one of the most of controversial techniques used to identified teachers effectiveness. Few faculty members question the usefulness of ratings in providing feedback about teaching that can result in improved instruction, but many continue to challenge student rating use in making personnel decisions.Aleamoni (1981) offers the following arguments to support the use of student rating of teacher performance:a. Students are the main source of information about the learning environment, including teachers ability to motivate student for continued learning, rapport or degree of communication between instructors and students.b. Student are the most logical evaluators of the quality, the effectiveness of, and satisfaction with course content, method of instruction, textbook, homework, and student interest. c. Student ratings encourage communication between students and their instructor. This communication may lead to the kind of the student and instructor and involvement in the teaching learning process that can raise the level of instruction. d. Student ratings of particular instructor and courses can be used by other student to select courses and instructors, and may increase the chances that excellence in instruction will be recognized and rewarded. Based on the literature and other studies reviewed there is a significant difference between the teachers performance and their profile. It is a popular belief that age matters. Mans physical, psychological and cognitive usually weaken and retrogress as a age progresses. It is determinant in the world of work which affects the perception of an individual as considered it as a length of time of life. People age differently because they have different heredity endowments, different socio economical and educational backgrounds and different patterns of living. Normally, as person grows in age, his physical health deteriorates. But as a person grows older, his experiences also increase.(Calaramo, 2002)Conceptual Framework The proposed study is guided by Bronfenbrenners bio-ecological perspective (2001). This theory suggests that human development across the life span is fueled by the complex inter-relationships among characteristics of people, the contexts they are situated in, the processes that take place within those contexts, and the historical and life course time in which the development is taking place. Figure 1 systematically presents the conceptual paradigm of the study. It present the systematic illustration how the research study will conduct. The inputs or the independent variables are the ways by which the respondents profile is to be analyzed, taking into account their personal attributes and insights on teachers personal and professional qualities. The process is the strategy to be used such as generating data through the use of questionnaire. The possible output or the dependent variable is the teachers performance that will be based on their evaluation.

TEACHER PERFORMANCEProfile of Respondents1.1 Age1.2. Sex1.3 Field of Discipline undertakenPersonal and Professional Quality in terms ofCommitmentKnowledge of the subject matterTeaching StrategiesLearning Management Independent VariablesDependent Variables

Figure 1Conceptual Paradigm

Definition of Terms

For a better understanding of this study, the following terms are operationally defined. Age. Defined as how old or young a particular person is. Commitment. Refers to the fulfillment of the obligation of the teacher regarding his/her profession. Field of Discipline. Refers to the type of course or academic discipline being taken by students to attain a baccalaureate degree. Knowledge of the subject. Refer to the mastery and presentation of the information of a teacher to the students regarding his/her degree of specialization. Management of Learning. Refers to the teachers managing ability in the classroom. Performance. Refers to the capability of the teacher in performing her responsibilities in the class such as delivering the lessons, managing the class,etc. Personal Qualities of Teacher. Refers to the teachers personality including his/her beliefs, interests, attitudes and interrelation with his/her students, co-teachers, school administrators and non-teaching personnel. Teacher. Refers to the second parent of the students in the school. The one who imparts/shares knowledge on the students and also the one manages the activities in the class. Teaching Strategies. Refers to the technique(s) used by the teacher in delivering the subject matter. TCP Students. Refers to the students taking a special program for Teacher Education. Also known as Teacher Certificate Program (TCP). Professional Qualities of a Teacher. Pertains to the teachers mastery of the subject matter and his/her duties and responsibilities as a professional.

Chapter IIIResearch Design and MethodologyThis chapter describes how the study was conducted and the instrument used in gathering the necessary data for the completion of the study. This includes the research design, the population and sampling, sampling procedure, data gathering procedure and the research instrument used.Research Design In this study, the researchers used the descriptive method of research to know the Personal and Professional Qualities of a teacher and also the perceptions of the students on their teachers performance in terms of the following variables: (a.) Commitment, (b.) Knowledge of the subject, (c.) Teaching Strategies and methodologies, and (d.) Management of learning.Population and SamplingThis study was conducted at the Ateneo de Naga, Naga City Academic Year 2014-2015. The respondents of the study are the Teacher Certificate Program (TCP) students of Section A with 25 respondents and Section C with 15 respondents of Ateneo de Naga ages 21 35 years old.

InstrumentationThe researcher used a survey questionnaire and evaluation form to gather information of the students related factors such as age, gender, and Field of Discipline. The tool applied in gathering the data is the questionnaire. Questionnaire. The questionnaire has a two parts. The first part consist of the data asking for the respondents demographic profile while the second part consist of the level of perception of the students on the Personal and Professional quality of teacher.The study utilized a five point Likert scale questionnaire on the formulated factors raised in the statement of the problem. The Likert scale was used to quantify the respondents responses on the level of their perception on the personal and professional quality of their teacher the factors ranging from a maximum of 5 presenting Strongly agree, 4 agree,3, uncertain, 2 disagree, and minimum of 1 representing strongly disagree.Data Gathering Procedure The researchers chose 40 respondents who were readily available at the time of data gathering and interview. Quota sampling was used to determine the subset of the population. In quota sampling, a population is first segmented into mutually exclusive sub-groups, after then that convenience sampling was used to pick out the readily available respondents at the time of actual data gathering. Accidental or convenience sampling is a type of non-probability sampling which involves the sample being drawn from that part of the population which is close to hand. That is, a sample population selected because it is readily available and convenient.Data gathering tools was done last March 10, 2015. A letter was sent to the respondents who were the subjects of the study. The research instrument was personally administered and retrieved by the researchers. The respondents were given the questionnaires to answer it. Administration of the questionnaires was conducted in one day. After the questionnaires were retrieved, the data were collated, arranged and classified according to the different variables and factors as required this study.When all questionnaires were collected, responses were tallied and treated through appropriate statistical tools. Quantified data were placed in tabular forms to facilitate discussion.Questionnaires for the respondents were given with two parts to gather the necessary data. After which, frequency distribution and percentage techniques were used to determine the demographic profile of the respondents. Weighted Mean was used to know the level of the level of perceptions of students about the Personal and Professional qualities of their teachers and the level of performance of their teachers.Statistical TreatmentThe results of the statistical computation guided the researchers in the interpretation and analysis of the data. The statistical tools, which were used in this study, are as follows:1.Frequency and Percentage Distribution is used to determine the proportional part to a whole such as a given number of respondents in relation to the entire population.Formula: P = f/Nx100 Where as: P=Percentage f=Frequency N=Total no. of respondents

2.Weighted Mean is used to analyze the perceptions of the respondents. It also refers to the over-all average of responses/ perceptions of the respondents. It also used to determine the level of the teacher Performance.Formula:WM = (f1x1 + f2x2 + fnxu) NWhere as:fxm=Sum of the product of the frequency and the unit weight

Chapter IVPresentation, Analysis and Interpretation of DataThis chapter presents the results of the data gathered from the respondents of this study. These results are presented in a tabular form and with narrative interpretation.Table 1Respondents of the studyPopulationFrequencyPercentage

Section A2562.50

Section C1537.50

Total40100

Demographic Profile of the RespondentsThere were three attributes for the profile of the respondents that were determined in this study. Frequency and percentage technique were utilized in analyzing these attributes. Results are presented in Table 2.

Table 2Demographic Profile of the RespondentAttributesFrequencyPercentage

Age

21-252665

26-above1435

Total40100

Gender

Male1640

Female2460

Total40100

Field of Discipline

Science 1332.5

Math 512.5

Agriculture 820

Management615

Art and Sciences512.5

Computer 37.5

Total40100

AgeThe highest percentage rating falls under 21-25 years old that has 26 or 65% out of the 40 respondents, 14 or 35% are stated that they have an age of 26 and above years old. This implies that most TCP students who are taking special program course in NCF have age range from 21-25.

Gender The table shows the distribution of respondents according to their gender, and we can see that most respondents are female with 24 or 60% of the total respondents and followed by male comprises of 16 or 40%. This implies that females commonly engage in teaching profession and it can be based from our culture that mothers are first teachers.

Field of DisciplineSciences course outnumbered other courses with 13 or 32.5%; next agriculture course with 8 or 20%; followed by management with 8 or 15%; math and art and sciences were the same with 5 or 12.5%; and least is computer studies course with 3 or7.5%. This implies that most of the students appreciate the wonders of science; they are more inquisitive of the different phenomenon happening in the society thats why do they want to share knowledge to their future students. Table 3Perception of respondents according to the Personal Quality of their Teacher

IndicatorsMeanRemarks

1. Commands respect by example in appearance, manner, behavior and language4.88Strongly Agree

2. Communicates effectively with students and demonstrate appropriate interactive skills4.9Strongly Agree

3. Approachable, cheerful4.93Strongly Agree

4. Engages and sustain students interest4.88Strongly Agree

5. Teacher should come to class on time, well groomed (Punctuality, neatness4.93Strongly Agree

TOTAL4.90Strongly Agree

LEGEND:4.21-5.0 : Strongly agree3.41-4.20 : Agree2.61-3:40 : Uncertain1.81-2:60 : Disagree1.0-1.80 : Strongly Disagree

The table shows that the among the personal qualities of a teacher, being cheerful and being punctual and neat are the strongly agreed qualities which has a mean of 4.93, while the while the least qualities are commands respect by example and engages/sustains students interests. This implies that teachers can really perform well in class and be respected by their students if they are always well-groomed, punctual in coming to class, cheerful and approachable.Table 4APerception of Respondents according to Professional Quality based on Commitment of their Teacher


6. Teacher should always demonstrate sensitivity to the students ability to attend and absorb content information4.9Strongly Agree

7. Teacher must be sensitive to his/her learning objectives4.83Strongly Agree

8. Teacher must make self-available to students beyond official time4.87Strongly Agree

9. Teacher must maintain professional competency4.88Strongly Agree

10. Teacher must always keep precise record of students performance and prompt submission of the same4.88Strongly Agree



Table 4A shows the indicator that Teacher should always demonstrate sensitivity to the students ability to attend and absorb content information having a mean of 4.9 and interpreted as Strongly Agree; Teacher must be sensitive to his/her learning objectives having a mean of 4.83 and interpreted as |Strongly Agree; Teacher must make self-available to students beyond official time having a mean of 4.87 and interpreted as Strongly Agree; Teacher should come To class on time, well groomed and well prepared to complete assigned responsibilities information having a mean of 4.88 and interpreted as Strongly Agree Teachers must always keep precise records of students performance and prompt submission of the same information having a mean of 4.88 and interpreted as Strongly Agree. With an average mean of 4.87 and interpreted as Strongly Agree. This implies that teachers of ADNU are strongly committed to their profession.

Table 4BPerception of Respondent According to Professional Quality based on knowledge of the subject of their Teacher


1. Shows mastery of the subject matter4.88Strongly Agree

2. Teacher should draw and share information of the state of the art theory and practice in his/her discipline must be sensitive to his/her learning objectives4.9Strongly Agree

3. Integrates subject to practical circumstances and learning interest/purposes of students.4.93Strongly Agree

4. Teacher should explain the relevance of present topics to the previous lessons, and relates the subject matter to relevant current issues and /or daily life activities.4.93Strongly Agree

5. Teacher should demonstrate up- to date knowledge and/ or awareness on current trends and issues of the subject.4.88Strongly Agree



Table 4B shows that the indicator Teachers should demonstrates mastery of the subject matter (explain the subject matter r without relying solely on the prescribed textbook) having a mean of 4.88 and interpreted as Strongly Agree; Teachers should draw and share information on the state of the art theory and practice in his/her discipline having a mean of 4.9 and interpreted as Strongly Agree Integrates subject to practical circumstances and learning intents/purposes of students having a mean of 4.93 and interpreted as Strongly Agree Teachers should explain the relevance of present topics to the precious lessons, and relates the subject matter to relevant current issues and/or daily life activities having a mean of 4.93 and interpreted as Strongly Agree Teachers should demonstrate up to date knowledge and/or awareness on current trends and issues of the subject having a mean of 4.88 and interpreted as Strongly Agree. This implies that teachers have knowledge towards the subject matter they were teaching.Table 4CPerception of Respondent According to Professional Quality based on Teaching Strategies and Methodologies of their Teacher


1. Teacher should create teaching strategies that allow students to practice using concepts they need to understands( interactive discussion)4.85Strongly Agree

2. Teacher Should enhance student self-esteem and/or gives the recognition to students performance/potentials4.8Strongly Agree

3. Teachers should allow students to create their own course with objectives and realistically define student- professor rules and make them accountable for their performance.4.85Strongly Agree

4. Teachers should allow students to think independently and make their own decisions and holding them accountable for their performance based largely on their success in executing decisions.4.9Strongly Agree

5. Teacher should encourage students to learn beyond what is required and help/guide students how to apply the concepts learned.4.76Strongly Agree



In this table, the majority of the weighted means shows an indication of teachers who teaches and allowing students to be independent; followed by the indicator 1 and 3 with a mean of 4.85 this reflects that teachers are student centered and interpreted as strongly agree. Meanwhile the last statement is also interpreted as strongly agree that clearly seen that teachers used to encourage the learners to be existential in knowledge and skills. It is important to note that a student centered should accumulate the learners surroundings and that will determine the goal of teachers in teaching.

Table 4DPerception of Respondent According to Professional Quality based on Management of Learning of their Teacher


1. Teacher should create opportunities for intensive and/or contribution of students in the class activities.4.9Strongly Agree

2. Teacher should assume roles as facilitator, resource person, coach, referee in drawing students to contribute to knowledge and understanding of the concepts at hands.4.83Strongly Agree

3. Teachers should design and implement learning conditions and experience that promotes healthy exchange or confrontations. 4.85Strongly Agree

4. Teachers should structure/ re-structures learning and teaching-learning context to enhance of collective learning objectives4.93Strongly Agree

5. Teacher should use of instructional materials (audio/video materials; film showing, computer aid instruction and etc.) to reinforces learning processes.4.8Strongly Agree



Teachers structure/re structures learning and teaching learning context to enhance attainment of collective learning objectives play an important role of teacher. Attaining the second weighted mean teachers used to design based on the learning needs. Meanwhile, it is clearly seen teachers act also as facilitator and provides adequate materials which are stated from the three least indicators. And the total correspondence is that the assessment for teachers performance is dominantly strong and positive.

Table 4EPerception of the Respondents of Their Teachers Performance


1. Perform the principles of instructional materials preparation for different types of learners.5Outstanding

2. Perform different teaching methods, approaches and strategies4.95Outstanding

3. Apply social realities in the community to make learning relevant4.98Outstanding

4. Exhibit vividness and clarity in delivering the lesson4.98Outstanding

5. Demonstrates the subject matter accurately4.93Outstanding

6. Make the room comfortable for the students4.90Outstanding

7. Explain the topic in accordance for student level5Outstanding

8. Know the different characteristics of students4.98Outstanding

9. Value every students concrete performance (e.g. project)4.95Outstanding

10. Apply knowledge on social learning in dealing with students4.93Outstanding

TOTAL4.96Outstanding

LEGEND:4.21-5.0 : Outstanding3.41-4.20 : Very Satisfactory2.61-3:40 : Satisfactory1.81-2:60 : Fair1.0-1.80 : Poor

Table 4E shows clearly that the teachers performance as they evaluate their teacher were interpreted as outstanding due also to their level of self reflection. As we can see both mark the perfect assessment number one and seven partly explains that they perform in accordance to the principle and explains the topic in accordance also for students level. This implies that teacher is consistently adhere to allow students to create their own course with objectives and realistically defined student professor rules and make them accountable for their performance as basically Copico (2004) supported that teachers believe to be enhancing performance in adherence to the attainment of students level of maturity.

Chapter VSummary, Conclusions, and RecommendationsThis chapter presents the summary, conclusions, and recommendations derived for the purpose of the study. The discussions were arranged according to the problems presented. The main problems of the study were to determine the personal and professional qualities of THE teachers and also the perceptions of the students on the teaching performance of their teacher in terms of the given indicators.SummarySpecifically it sought to answer the following questions;1. What is the demographic profile of the respondents in terms of:1.1Age1.2.Sex1.3Field of Discipline undertaken2. What is the level of perception of the students about the teacher in terms of:2.1. Personal Qualities2.2. Professional Qualities a. Commitment b. Knowledge of the Subject c. Teaching Strategies and Methodologies, and d. Management of Learning3. What are the levels of performance of a teacher based on the students evaluation?

ConclusionTo conclude, to be an effective teacher is not an easy task. In fact, it is a complex process. It is not only concerned with success in short-term, but also with appropriate values and success of long term achievement. Effective teachers need to have good professional and personal skills. Content knowledge, together with good planning, clear goals and communication, good classroom management and organization, and consistently high and realistic expectations with the students are essential factors to be effective teachers. Besides, they need to feel responsible for the students learning process, regardless the students aptitude to learn. The teachers, as well as having effective personal and professional skills, serve as example of lifelong learners, and are investors of their own education.Moreover, the effective teacher will combine professionalism with care, understanding, fairness, and kindness. They also have to be passionate, enthusiastic, motivated about teaching and learning. They have to create a warm classroom environment where students feel comfortable, and have a sense of belonging, as the environment is conductive to learn. Effective teachers are innovative, invite students to approach and interactions, and also values diversity. To finalize, it can be said that those who have the capacity to inspire students to reach their fullest potential on learning through their qualities and professional and personal skills are effective teachers.RecommendationsBased on the findings and conclusions made in the study, the following recommendations are hereby presented: 1. Professors and Teachers should maintain in fulfilling their duties and responsibilities; 2. Institutions must provide training program for teachers designed to integrate knowledge, social, skills, and values development so that it creates a stress free environment. 3. Teachers of should have an active involvement in creating a healthy psychological climate for learning, like knowing the concepts and principles of democratic expression of ideas. 4. Teacher should always demonstrate sensitivity to the students ability to attend and absorb content information; 5. Extend the scope of the study to provide further analysis on teachers performance.6. Teachers personal traits should be developed in the pre-service training to prepare them for the challenges in the real world of work.

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