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UPH - Dr. Jose G. Tamayo Medical University

Sto. Niño, Biñan City, a!"na

Colle!e o# P$armacy

%ttit"des and Be$avior o# t$e St"dents to&ard t$eir Teac$ers

D"rana, Crist$el D.

Mar#il, 'na$ Marie

Pe("!al, )iena insen

*a+"lan, Mettia

T"(as, Nadine

Jan"ary , /


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Review of the Related Literature

St"dent mis+e$aviors s"c$ as disr"(tive tal0in!, c$ronic avoidance o# &or0, clo&nin!,

inter#erin! &it$ teac$in! activities, $arassin! classmates, ver+al ins"lts, r"deness to teac$er,

de#iance, and $ostility, ran!in! #rom in#re1"ent to #re1"ent, mild to severe, is a t$orny iss"e in

everyday classroom. Teac$ers "s"ally re(orted t$at t$ese dist"r+in! +e$aviors in t$e classroom

are intolera+le and stress-(rovo0in!, and t$ey $ad to s(end a !reat deal o# time and ener!y to

mana!e t$e classroom. 2+vio"sly, st"dent mis+e$aviors retard t$e smoot$ness and e##ectiveness

o# teac$in! and also im(ede t$e learnin! o# t$e st"dent and $is3$er classmates. Moreover,

researc$ #indin!s $ave s$o&n t$at sc$ool mis+e$avior not only escalated &it$ time +"t also

lo&ered academic ac$ievement and increased delin1"ent +e$avior. To lessen t$ese immediate

and !rad"al adverse e##ects o# st"dent mis+e$aviors, it is o# (rimary im(ortance to identi#y &$at

e4actly are t$ese +e$aviors inside classroom. %ttit"des can (ositively or ne!atively a##ect a

(erson5s +e$avior. Peo(le &it$ t$ese ty(es o# attit"des to&ards &or0 may li0e&ise a##ect t$ose

aro"nd t$em and +e$ave in a manner t$at red"ces e##iciency and e##ectiveness.

%. 6orei!n

%s stated +y Daniel 7at8 9/:;, attit"des are in#ectio"s and can a##ect t$e (eo(le t$at are

near t$e (erson e4$i+itin! a !iven attit"de, &$ic$ in t"rn can in#l"ence t$eir +e$avior as &ell.

Understandin! di##erent ty(es o# attit"des and t$eir li0ely im(lications is "se#"l in (redictin!

$o& individ"als5 attit"des in#l"ence t$eir +e$avior. T$e #o"r cate!ories o# attit"des< "tilitarian,

0no&led!e, e!o-de#ensive and val"e-e4(ressive. 2r!ani8ations can in#l"ence an em(loyee5s

attit"des and +e$avior +y "sin! di##erent mana!ement strate!ies and +y creatin! stron!


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or!ani8ational environments. %s (eo(le are a##ected in di##erent &ays +y varyin! in#l"ences, an

or!ani8ation may &ant to im(lement m"lti(le strate!ies. Understandin! di##erent ty(es o#

attit"des and t$eir li0ely im(lications is "se#"l in (redictin! $o& individ"als5 attit"des may

!overn t$eir +e$avior. 2ne 0ey to alterin! an individ"al5s +e$avior is consistency.

%ccordin! to Dr. D. Balaram"l" 9/=;, t$e Post!rad"ates $ave a (ositive attit"de to t$eir

teac$er>s +e$avior. T$e St"dents &ere #o"nd to +e satis#ied &it$ t$e (ositive +e$avior o# t$eir

teac$ers. Hal# o# st"dents indicated t$at im(ortant 1"alities o# teac$er>s Be$avior &ere

("nct"ality, $onesty, $ard&or0in!, #riendly, and con#ident and com(etency. %ttit"des are inner

#eelin! or +elie#s o# an individ"al to&ards (artic"lar ($enomena. 2ne o# t$e c$ie# o+?ectives o#

ed"cation is t$e develo(ment o# desira+le attit"de in t$e individ"als. %ttit"des are an e4(ression

o# inner #eelin!s and +elie#s t$at re#lect &$et$er a (erson is #avora+ly or "n#avora+ly (re-

dis(osed to some ($enomenon. @t is also to +e 0e(t in vie& t$at ed"cation is re1"ired to develo(

several attit"des in t$e st"dentsA attit"de to&ards sel#A attit"de to&ards st"diesA attit"des to&ards

ot$ersA an attit"de to&ards certain ideals etc.

6ontana 9/; stated t$at in s"c$ a case teac$ers may easily #or!et a+o"t iss"es relatin!

to st"dents attit"des and see t$e (ro+lem as merely a sit"ation o# (oor (er#ormance or lac0 o#

motivation on t$e (art o# t$e st"dent. $at t$e teac$ers may not reali8e is t$at t$e (ro+lem may

+e as a res"lt o# di##erences in (ersonality.

C$am+ers and Pettman 9/; $ave s$o&n t$at +ot$ #eelin!s and in#ormation are critical

#actors in t$e #ormation o# attit"des, and t$at t$ese are critical com(onents o# "nderstandin!.

%ttit"des are closely related to o(inions. % distinction made, $o&ever is t$at a (erson can state

$is o(inion in &ord +"t may not +e a+le to e4(ress $is attit"de +y $is action. Be$avior is a


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res(onse, &$ic$ an individ"al s$o&s to $is environment at di##erent times. Be$avior can +e

(ositive or ne!ative, e##ective or ine##ective, conscio"s or "nconscio"s, overt or covert, and

vol"ntary or invol"ntary.

D"sen+ery, 9; stated t$at EBe$avior can +e re!arded as any action o# an or!anism

t$at c$an!es its relations$i( to its environment. Be$avior (rovides o"t("ts #rom t$e or!anism to

t$e environment.F T$e meanin! o# +e$avior is to cond"ct or carry onesel# or +e$avior in &$at &e

do, es(ecially in res(onse to o"tside stim"liA anyt$in! t$at an or!anism does t$at involves action

and res(onse to stim"lation. T$ere is no do"+t t$at teac$er>s (lay a ma?or role in &$at $a((ens in

t$eir classrooms. Teac$ers (rovide a leaders$i( or !"idin! role in t$e teac$in! and learnin!

conte4t and t$ere#ore are e4tremely in#l"ential. % University teac$er (lays many roles. Some o#

t$e roles are G"ide, Co"nselor, Disci(linarian, C"stodian, val"ator, C"rric"l"m develo(er,

i#elon!, learner, 4tension &or0er, *esearc$er 3 @nnovator, 2r!ani8er o# c"rric"lar activities,

%dministrator, etc.

S(ec 9/;, e4amined &$et$er teac$ers5 attit"des to&ard t$eir incl"ded st"dents &it$

disa+ilities di##ered as a #"nction o# t$e disa+ility5s severity. Seventy incl"sive classroom teac$ers

nominated t$ree st"dents to (rom(ts corres(ondin! &it$ t$e attit"des o# attac$ment, concern,

indi##erence, and re?ection. C$i-s1"are analyses s"((orted (redictions, +ased on a t$eory o#

instr"ctional tolerance and a model o# di##erential e4(ectations, t$at st"dents &it$ severe or

o+vio"s disa+ilities are si!ni#icantly overre(resented amon! teac$ers5 nominations in t$e

indi##erence cate!ory, &$ereas st"dents &it$ mild or $idden disa+ilities are si!ni#icantly

overre(resented amon! teac$ers5 nominations in t$e re?ection cate!ory. *es"lts &ere inter(reted

to indicate t$at teac$ers tend to #orm di##erent attit"des and e4(ectations #or t$eir incl"ded

st"dents &it$ disa+ilities de(endin! on t$e severity or o+vio"sness o# st"dents5 disa+ilities. @t is


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Related Studies

%ttit"de is a $y(ot$etical constr"ct t$at indicates an individ"al li0e and disli0e to&ards

an item. @t may (ositive, ne!ative or ne"tral. %ttit"de is an a((roac$, tem(erament, sensation,

sit"ation, etc. &it$ re!ard to a (erson or t$in!< inclination or co"rse, es(ecially o# t$e mind.

%ttit"de is a &ay o# loo0in! at t$in!s 9M"ellerleile, :;.T$e im(ortant o"tcomes o# secondary

sc$ool science ed"cation are attit"de li0e academic ac$ievement. 2s0am( Sc$"lt8 9:;

descri+ed t$at t$ere are t$ree ma?or t$eoretical vie&(oints a+o"t t$e im(ortant nat"re o# attit"des

t$at $ave +een (ro(osed +y social (syc$olo!ists< t$e tri-com(onent (oint o# vie&, t$e se(arate

entities(oint o# vie&, and t$e latent (rocess (ers(ective 92s0am( Sc$"lt8, :;. %##ect,

+e$avior, and co!nition are t$e t$ree com(onents o# attit"de &$ic$ is a sin!le entity t$e

tricom(onent vie&(oint $olds. T$e t$o"!$ts and emotions one $as to&ard an attit"de o+?ect s"c$

as c$emistry lessons and c$emistry s"+?ect are re#erred to as a##ective (oint o# vie&. T$e

individ"al>s e4(licit events and reactions to t$e attit"de o+?ect is re#erred to +e$avior com(onent

o# attit"de, &$ile t$e co!nitive #actor is t$e t$in0in! or +elie# t$at someone $as a+o"t t$e attit"de

o+?ect. T$e t$ree com(onents t$at are a##ect, +e$avior and co!nition are "ni1"e and se(arate

entities, t$e second t$eoretical vie&(oint a+o"t t$e nat"re o# attit"des ass"med. T$e term attit"de

reserves t$e e##ective com(onent only. Co!nition and +e$avior are considered as determinants

instead o# com(onents o# an attit"de. T$is (oint o# vie& $as +een descri+ed +y investi!ators s"c$

as T$"rstone 9/=/;, Bem 9/K;, and 6is$+ein and %i8en 9/K:;.T$ey $ave descri+ed attit"de

as t$e s"m o# a##ect #or or in o((osition to an o+?ect. Ho&ever, some researc$ers 9e.!., 2s0am(

Sc$"lt8, :A Lanna *em(el, /; distr"st t$is sim(le s(ec"lative vie& o# attit"des

6is$+ein and %i8en 9/K:; also admitted t$at t$is stand(oint does not ta0e into c"stody t$e #"ll


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intricacy o# t$e attit"de im(ression. T$e t$ird t$eoretical (oint o# vie& vie&s attit"des as a latent

varia+le t$at can e4(lain t$e connection +et&een certain o+serva+le stim"l"s events and

+e$aviors. %ttit"des can +e #ormed #rom co!nitive, a##ective, and3or +e$avioral in#ormation

a+o"t t$e attit"de o+?ects and e4(ressed t$ro"!$ co!nitive, a##ective, and3or +e$avioral res(onses

e4istin! attit"de researc$ers a!reed 9a!ly C$ai0en, :A 6a+ri!ar, MacDonald, e!ener,

:A 2s0am( Sc$"lt8, :;. %ccordin! to 2s0am( and Sc$"lt8 9:;, t$e latent (rocess

vie&(oint is +etter t$an t$e tri-com(onent vie&(oint or t$e se(arate entities vie&(oint +eca"se it

is more consistent &it$ #indin!s o# contem(orary attit"de researc$.

6osterin! initiatives t$at in#l"ence +e$avior is not eno"!$A everyone in t$e or!ani8ation

needs to +e committed to t$e s"ccess o# t$ese initiatives. @t is also im(ortant to remem+er t$at

certain activities &ill +e more e##ective &it$ some (eo(le t$an &it$ ot$ers. Mana!ement may

&ant to o"tline a #e& di##erent +e$avior-c$an!e strate!ies to $ave t$e +i!!est e##ect across t$e

or!ani8ation and ta0e into consideration t$e diversity in$erent in any !ro"(.

*e#erences<

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