Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)

Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)Những tương quan đến hoạt động giảng dạy của giảng viên Cơ sở cho việc xây dựng chương trình nâng cao tại Đại học Thái Nguyên (LA tiến sĩ)

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Republic of Philippines Socialist Republic of Vietnam

CORRELATES OF TEACHERS’ PERFORMANCE: BASIS FOR ENHANCEMENT PROGRAM

AT THAI NGUYEN UNIVERSITY

A Dissertation Presented to The Faculty of Graduate School

Southern Luzon State University, Lucban, Quezon, Philippines In collaboration with

Thai Nguyen University, Socialist Republic of Vietnam

In Partial Fulfilment

of the Requirements for the Degree

Doctor of Philosophy in Educational Management

by

NGUYEN DINH YEN (KAKA)

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With sincere thanks for the encouragement, guidance and unselfish sharing of their

knowledge, time, effort and skills, and for untiring motivation that led to the completion of

this study, the researcher acknowledges the following:

Dr Cecilia N Gascon, President of the Southern Luzon State University in the

Republic of the Philippines, for her untiring effort and belief that this collaboration is

possible;

Dr Dang Kim Vui, President of Thai Nguyen University for allowance the training for dotor of philosophy in educotinal managenent in international training center Thai Nguyen

University;

Dr.Apolonia A Espinosa, her adviser, for her generous assistance, invaluable advice,

guidance, constructive comments thereby making this paper a scholarly work;

Panel of experts whose constructive criticisms led the researcher to making this effort

a true scholarly work;

Mr.Nicanor L Guinto, for extending his assistance in ensuring consistency and comprehensibility of this study;

The respondents for their patience and cooperation in answering the questionnaire The researcher’s family, colleagues, and friends for the love and support in one way or

another, and

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TDABISE OFE GONTEN TỔ sgoettirtiidttÐtitetgHIbdTGGAEEIAGGENNEDEYIGNIRSGGHGIGIENYHIGINGRRRREGSIERGSRPS 1H DIST OBA BED ctcsiecocsstseoeenistennstatzecnradicnnasetsbantitieansociieransdsdivardisiecenrsiieaneaseisiaddstanaenedsianectiae V I9) 33i601 111777 Vii ABSTRACT VIIH Chapter I INTRODUCTION Background of the study 4 Objectives of Study 5 Null Hypothesis 6

Significance of the Study 6

Scope and Limitations 7

TeÑnitiOnS:Of TETTHS:¿::cssssxssxcisi16666616611101546666161466143651911565160460333164131548165461515316131466185963555915835651539886 7 Chapter II REVIEW OF LITERATURE AND STUDIES - -5-5-c+c5<+c+c++ 10 Personal CharacterIstICs Of 'T€aCH€TS - - + c6 tt 1391911 111 1 vn nh nh HT ngư 10 Professional CharaCf€TIS{ICS - 223212321 1121212115121 11 17121 1H10 T10 0 HH ưưệt 15 W190101-8x9š 00:2 21 Conceptual ErameWOfzsscseirserecsssgitiis0400010010131555315191465E83141014150130353355301135113135535151516553803514 23 Research Paradi em iscsi arsrsranisa emer aie aeran ee aaa 24

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SUITTHATY:izcsiccszcsbxczvtx66150205560022164114115116116661256081955613555181150151816555155.555E0%.811481081510535155/0604810044.053Ú 64 EÏTIITBS s01 16660616 50E01016614809GSEEGIGEISSSSSESSIIILSEIIREESXERXSESESEISSEENGIEESTEIESEINESSSISELST-RIRSESE 65 CCOIICIHSIOHB ;syzxzs0tzticitilgpRGGIESGUIIMGEERGSIGIHGGEHISIENRGIIARIRIESSSIKGSRENGSNNISISSESs40laNatxsaagl 68

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Table 1 Respondents’ frequency distribution by colÏ€gS ¿5< 5+ s£+x+vzexseseerserxs Table 2 Frequency and percentage distribution of the respondents as to school

Table 3 Profile of Students - RespOI€TIS .- ¿+ + S1 9* kg n nghe Table 4,.Profilezof Teachers —~]RespondeniiS: ¿ ¿-c<26c61216202cE n2 2122000 016000860 054816040 6 33 Table 5 Weighted mean distribution of the personal characteristics of teachers

as tO DhYSICBÌ 8SDECĂS:s:ssø5in8561010188108615130504116.13g146314151143584016.130i144181811638484016.03ã314431814348s-ïa4ã8L 34 Table 6 Weighted mean distribution of the personal characteristics

Ofteachers as to menttal aSD€CES - cà TT HT HH TT HT th HH TH 35 Table 7 Weighted mean distribution of the personal characteristics of teachers

as to:emotioniil 4SDEGS czusczsitienecsisg gi SG ĐGA00845315194GE031E1S14SGXXESSUSISEINESESI4S5EIS4EIS16153SĐ81 36 Table 8 Weighted mean distribution of the personal characteristics of teachers bo oi) Tố 37 Table 9 Weighted mean distribution of the professional characteristics of teachers as ISII- 100100150) 4 38 Table 10 Weighted mean distribution of the professional characteristics of teachers as to management skills: sss 6x0 6651551661616681616514414113501646961914666580519113318944613816404140X851910336380g02 40 Table 11 Weighted mean distribution of the professional characteristics of teachers as Isa1005100834)1 7 41 Table 12 Weighted mean distribution of the professional characteristics of teachers as to guidance SKINS 42 Table 13 Weighted mean distribution of the teaching performance of teachers as to

COMMIMEN assists ear 43 Table 14 Weighted mean distribution of the teaching performance of teachers as to

knowledge Of SUJ€C( «6< tk 1n TT TT TH TT TT TH TT Tà Hit 44 Table 15 Weighted mean distribution of the teaching performance of teachers as to

teaching for independent learning ;s‹:‹ss:sssxsx6o6065160111158360016150116011115846005600116010x158666 45 Table 16 Weighted mean distribution of the teaching performance of teachers as to 46 Hi 49i19n111900813:061i1 11127777 46 Table 17 Students’ regression analysis of the demographic, personal and professional

characteristics of teachers as †O COIMII{TITTI( 5 + 6 SE E*EEk#EvEeEEEkEkrkrkerkrkrkrkrrke 47 Table 18 Students’ regression analysis of the demographic, personal and professional

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Table 19 Students’ regression analysis of the demographic, personal and professional

characteristics of teachers as to teaching for independent learning «+ <+x<«c++ 50 Table 20 Students’ regression analysis of the demographic, personal and professional

characteristics of teachers as to management of learning

Table 21 Teachers’ regression analysis of the demographic, personal and professional

characteristics Of teachers as †O COImI{IN€TII -. + 2 c5 52 S*S*2*£££+E+£Eeketrereersrsrrrree 52 Table 22 Regression analysis of the demographic, personal and professional characteristics of teachers as to knowledge Of SUJ€CC - 54 5 11 1H nọ TH HT HH nhờ 53 Table 23 Regression analysis of the demographic, personal and professional characteristics of teachers as to teaching for independent Ï€arT1E - 5 ¿5< 5+ *S****E+£vEeEevEeeeekeeeeereerexee 55 Table 24 Regression analysis of the demographic, personal and professional

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LIST OF FIGURES

Fig.1 Variables in the study on correlates of teachers’ performance,

basis for an enhancement Program .ccescesseseeseeeeseeseeeceeeseeesseeseecesceseeaceecseeaeeaseeeaeeaeeeeseeatenes 24 Fig 2.Location of respondent colleges in TNU,

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ABSTRACT

TITLE OF RESEARCH Correlates of Teachers’ Performance: Basis for enhancement program at Thai Nguyen University

RESEARCHER NGUYEN DINH YEN (KAKA)

DEGREE CONFERRED Doctor of Educational Management

NAME/ADDRESS OF Southern Luzon State University

INSTITUTION and Thai Nguyen University

ADVISER Dr Apolonia A Espinosa

YEAR WRITTEN 2013-2014

This study generally attempted to determine the correlates of teaching performance with a viewpoint of developing an enhancement program at College of Thai Nguyen University (TNU) for school year 2013, 2014 Specifically, it sought to find out the demographic profile of the respondents as to age, gender, civil status, educational attainment, position; determine the factors that affect teachers’ performance as to personal characteristics

(physical, mental, emotional, and social) and professional characteristics (teaching skills, guidance skills, classroom management skills, and assessment skills); determine teachers’

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INTRODUCTION

Education is the sector that plays a big role in shaping the destiny of people in the future It serves as a social instrument that provides knowledge to people in schools and colleges not merely for the sake of facilitating continuity of culture butalso rationally change the material foundations of civilization Education should help in improving the studentsand introduce ideas and values that will arm them with capabilities and skillsneeded in their work

Higher education has several purposes - and one of the most important is to promote citizenship The second purpose is preparing people to be good human beings, to be good members of families, to be the kind of parents that create responsible families and communities The other purpose involves educating people with world-competitive skills

Having said these, the teacher is the most important factor in the field of education Teachers develop performance style characteristic to their ways of relating to the world, perceptually as well as cognitively A person is, therefore, likely to act in a way that maximizes the use of his aptitudes Similarly, teacher’s positive attitude towards teaching and higher aspiration level determines his positive perception of the environments

An effective teacher development design should have an exhaustive measure of these factors so as to foster necessary skills and attitudes amongst prospective teachers The exclusive weight age to knowledge alone should be dispensed in favor of more activity oriented programs which have direct bearing on actual classroom situation (UNESCO, 2002)

Teaching is the conscious planning and management of a situation in which a learner tries to overcome the learning problems It should comprise a series of actions intended to facilitate learning as teachingfor itis a multifaceted set of activities The teachers, therefore, need to be a master of the subject matter as well as an expert in the way content isdelivered across a potentially diverse set of students Thus knowing the ‘how’ of teaching is as important as the what of teaching

As teaching is considered to be a complex activity, the scholars and researchers in the field of education have since embarked on exploring into and analyzing the teaching phenomenon However it is universally recognized that teachers’ instructional performance plays akey role in students’ learning and academic achievement

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students evaluation of teachers’ performance first gained familiarity in the ERIC system From 1976-1984 there were 1055 studies on students’ evaluation of teachers performance These studies mostly found out that the performance of the teacher whether she is effective or not effective is not usually measured by the quality of the students she has produced More often the teacher is blamed if the students failed to manifest the expected behavior and the kind of learning they gained during the period of schooling This quality learning refers to the performance of the students in the academic and their chosen field of

specialization in the school and even outside Moreover, if the students were able to land a

good job and become successful, then they were given quality teaching and learned with laurels from her mentors with patience for years This is common baseline of teachers'

effectiveness in the world of education According to Lardizabal, Bustos, Bucu, &Tangco,

(1991), teaching is effective to the extent that a competent teacher acts in ways that are favorable to the development of a desirable personality This competency of the teachers will create a long lasting impact on the part of students And to the teachers, they are effective if they are capable of bringing about a desired behavioral change in the students

In response to the No Child Left Behind law and the need for “highly qualified”

teachers, state education departments, institutions of higher learning, and school divisions

around the world have been struggling to set criteria that ensure highly qualified educators

to man the educational landscape (Thompson, Greer, and Greer, 2004) In a study that

examined empirical studies of teacher quality and qualifications, Rice (2003) found five broad categories of teacher attributes that appear to contribute to teacher quality: “(1) experience, (2) preparation programs and degrees, (3) type of certification, (4) coursework taken in preparation for the profession, and (5) teachers’ own test scores The study of Wayne and Youngs (2003) also dealt with teacher quality which examined the characteristics of effective teachers and their connection to student effectiveness They established that “students learn more from teachers with certain characteristics Teachers differ greatly in their effectiveness, but teachers with and without different qualifications differ only a little” (p 100-101)

Berry (2002), as cited by Thompson, Greer, and Greer, 2004) found out that studies

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ways that assure diverse students can learn those subjects Highly qualified teachers don’t just teach well-designed, standards-based lessons: They know how and why their students learn ” (p.2).This is perhaps why former studies would argue that good teachers are characterized as caring, supportive, concernedabout the welfare of students, knowledgeable about their subject matter, able toget along with parents and genuinely excited about the work that they do

Citing their study on characteristics of favorite teachers they asked at the start of

the class, Thompson, Greer, and Greer (2004) found out that the personal characteristics of

effective teachers revolve around an encompassing theme of caring Noddings (2001) clarified that caring is demonstrated in numerous ways including being attentive and receptive Noddingshighlighted, “A caring teacher is someone who has demonstrated that she [he] can establish, more or less regularly, relations of care in a wide variety of situations [and] will want the best for that person” (p 100-101) The relationship of teacher and student, giving and receiving care, is a continuous one, lasting over time and involving intimate and personal understanding In addition, Noddings connects caring with preparation and organization Students recognize caring in teachers who are prepared and organized This philosophy of caring permeates the actions of teachers students remember best There are many factors that influence the teachers’ job performance such as

personal characteristics (Love of learning, Compassionate, Honesty, Patience, Sense of Humor, Creative/Flexible, Enthusiasm) and professional characteristics (Instructional Skills, Classroom Management Skills, Assessment Skills)etc.Swarts, White, Stuck, and

Patterson (1990) assessed teaching performance on five teaching functions: instructional presentations, instructional monitoring, instructional feedback, management of instructional time and management of students’ behavior

Ferris, Bergin, and Wayne (1988) identified teachers' job performance on seven performance dimensions These were preparation and planning, effectiveness in presenting

subject matter, poise, relations with students, self-improvement, relations with other staff

and relations with parents & community

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Background of the study

The factors affecting the performance of teachers are of two types, the external factors and the internal factors There are many external factors affecting how a teacher makes decisions in the classroom While it is difficult to attach any order of significance to

these factors, because every teacher is different, they will include to some degree, the

expectations of the community, the particular school system in which the teacher is employed, the school itself, the grade policies, the parents and the students Many of the expectations from these external factors will appear conflicting and it is the classroom teachers who weld these into a workable framework while integrating a range of internal

factors Individual beliefs about teachers how students learn most effectively, how to teach

in particular discipline or key learning area The match between individuals beliefs about teachers are best teaching practice and whether they can personally meet these demands in the classroom is crucial The teachers own preferred ways of thinking, acting and seeing the world, learners and learning will also be affected by the availability of resources both human and physical (Groundwater and Cornu, 2002)

Thai Nguyen University (TNU) was established by Decree No 31 dated on April 4° 1994 of the Government on the basis of the arrangement, reorganization of the university and vocational training under the Ministry of Education and Training in Thai Nguyen Currently TNU consists of seven universities, one college and two faculties, a defense education center, a learning resource center, publisher, hospital and high university for practicing the functional and scientific units for training and research

TNU is implementing the guiding ideology of the party expressed through resolutions of the eighth National Party Congress, which is to build training centers for research education and high-quality technology transferring in the region For over 10 years, the consistent policy of the Party and the State is to build and develop TNU and in

fact, TNU has demonstrated the role, its position in the Vietnamese higher education

system, particularly with the midlands and mountainous areas of northern Vietnam

Currently, at TNU there are 2587 teaching staff, including 230 doctors, 2

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job performance, especially at Thai Nguyen University The present study was thus carried out to judge teachers’ performance on the factors of personal characteristics and professional characteristics The present study will address the urgent need for base information to improve the teaching learning process It is believed that if the factors that influence teachers’ performance at higher education level are controlled, the quality of education and teaching learning process as a whole would become more effective

Objectives of Study

This study determined the correlates of teaching performance with a viewpoint of developing an enhancement program at College of Thai Nguyen University (TNU) for school year 2013, 2014 Specifically, it sought to address the following:

1 Find out the demographic profile of the respondents as to 1.1 Age, 1.2 Gender, 1.3 Civil status, 1.4 Educational attainment, 1.5 Position; 2 Determine the factors that affect teachers’ performance as to: 2.1 Personal characteristics: 2.1.1 Physical, 2.1.2 Mental, 2.1.3 Emotional, and 2.1.4 Social; 2.2 Professional characteristics: 2.2.1 Teaching skills, 2.2.2 Guidance skills, 2.2.3 ClassroomManagement skills, and 2.2.4 Assessment skills 3 Determine teachers’ performance as to: 3.1 Commitment,

3.2 Knowledge of the subject,

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performance

5 Develop an enhancement program based from the result of the study Null Hypothesis

1 None of the above mentioned factors predict teachers’ performance Significance of the Study

This study was conducted in hope that the findings will be useful for students, teachers, deans and educational planners of Thai Nguyen University, and future researchers who wish to embark on the same topic

Studentsof TNU This study will benefit them more importantly because the findings of this study will aid the administration of Thai Nguyen University to draft appropriate actions to ensure that students are taught by teachers who are qualified in their respective fields Eventually, they will be confident that they will graduate with the appropriate skills and competencies in their professions because the teachers who taught them have been holistically conditioned to be excellent in their fields

Teachersat TNU As teachers are usually overwhelmed by academic workload and personal life every day, they tend to forget about reflecting whether their performance could still productively address the expectations of the community on them Studies such as this one will not only let them keep track on what seems to be affecting/ influencing their performance as teachers, it will likewise give them opportunities to explore possibilities to enhance themselves with the aid of the TNU administration

Deans and Educational Planners.Since performance of teachers in teaching and that of students inside and outside of the University reflects much on the kind of

leadership, priorities, and idealisms of supervisors, educational planners, and the

University administration in general, studies such as this one will enable them to keep track on the performance of the people — the teaching staff - who have the collective power of making a difference in the University’s profile Through this study, they will be enlightened on how improvements can be done to ensure the upward movement of the TNU community not only in Vietnam, but also the world

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Scope and Limitations

This correlational study is primarily focused on finding the predictors of teachers’ performance at TNU with an end view of developing an enhancement program out of the results gathered.Thecorrelates of teachers’ performance as to commitment, knowledge of the subject, teaching for independent learning, and management of learning among demographic profile of the respondents as to age, gender, civil status, educational attainment, and position, factors that affect teachers’ performance as to personal

characteristics (physical, mental, emotional, social), and professional characteristics (teaching skills, guidance skills, classroom management skills,evaluation skills) were

determined

The study was limited only at TNU as locale since respondents were chosen purposively to include the total population of teachers and administrators of TNU, and randomly selected students from the different colleges of TNU, who were asked to answer a researcher-constructed questionnaire In case of analytical tools, the study has used arithmetic mean, regression analysis to examine the correlates of teacher’s performance at Thai Nguyen university

Definitions of Terms

The following are significantly used in this paper and are hereby define conceptually an operationally for better comprehensibility

Commitment is a specific area aimed to assess the performance of teachers Such is concerned with their concern on students’ capability to understand/learn lessons, making the learning process a cooperative effort, availability to students, coming to class on time, good grooming, keeping accurate records of students’ performance, among others

Correlates refer to the factors that predict teaching performance of teachers at Thai Nguyen University as assessed by the students, administrators, and teachers themselves Correlates of teaching performance were determined through regression analysis between demographic profile, personal and professional characteristics, and instructional skills of teachers

Demographic Profile of respondents in this study pertains to their age, gender,

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Such aspect is concerned with their valuing of feelings and morale, fairness, power and conviction, integrity and dignity, composure, patience, attention to emotional as well as

educational problems of students, interest and curiosity, and emotional soundness

Enhancement Program is a set of planned activities based on a given benchmark aimed at improving the quality of product or service In this study, the enhancement program refers to the set of activities that the researcher developed out of the correlates of teaching performance identified in this paper

Evaluation Skills is a specific area aimed to assess the professional skills of teachers Such skills are concerned with their giving of timely and specific feedback, keeping of assessment records, use of specific criteria for the accurate evaluation, selection and utilization of different types of tests, and submission of records, among others

Guidance Skills is a specific area aimed to assess the professional skills of teachers Such skills is concerned with their showing of interest in students’ problems and needs, provision for the maximum involvement of students, helping students develop self- discipline, and sympathy for the needs of individual students, among others

Knowledge of subject matter is a specific area aimed to assess the performance of teachers Such is concerned with their mastery of the subject matter, sharing of information, integration of the subject to practical situations, and demonstration of up-to- date knowledge, among others

Management of Learning is a specific area aimed to assess the performance of teachers Such is concerned with their provision of chances for students’ participation, taking different roles, modification of learning-teaching situations, and making use of

instructional materials, among others

Management Skills is a specific area aimed to assess the professional skills of

teachers Such skills are concerned with their identification of specific needs, interests, and

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Such aspect is concerned with their planning of activities, insights on classroom situations, critical thinking, fairness and equality, resolution of potential difficulties, attention to cognitive needs of students, possession of a sense of humor, possession of mental health

and stability, and sound decision-making

Personal Characteristics in this paper refer to teacher’s physical, mental,

emotional, and social aspects

Physical Aspect is a specific area aimed to assess the personal skills of teachers Such aspect is concerned with their physical appearance, taste in the selection and wearing

of clothes, choice of accessories, smiles and eye contact, communication skills, voice, self-

confidence in her well-being, physical health, and mannerisms

Professional Characteristics of teachers in this study pertain to their teaching

skills, guidance skills, classroom management skills, evaluation skills

Social Aspectis a specific area aimed to assess the personal skills of teachers Such aspect is concerned with their understanding of the nature of students, dealing with

different kinds of students, sympathy for the students, welfare for others, discipline,

morality, and manner of commending efforts for work done

Teaching for Independent Learning is a specific area aimed to assess the performance of teachers Such is concerned with their use of different teaching strategies, recognition of students’ individual performance, guiding students to attain course objectives, and helping students realize that they are responsible for their classroom performance, among others

Teaching Performance refers to the ability of teachers to perform tasks expected from them in the academe based on particular criteria set by different institutions In this study, teaching performance is evaluated though four criteria namely commitment, knowledge of the subject, teaching for independent learning, and management of learning

Teaching Skills is a specific area aimed to assess the professional skills of

teachers Such skills is concerned with their identification of specific needs, interests, and

capacities of individual students, identification of specific learning tasks, evidence of mastery of subject matter, provision varied learning experiences, and selection, preparation

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Chapter II

REVIEW OF LITERATURE AND STUDIES

As the present study aimed at discovering about the factors affecting the performance of teachers at colleges at TNU, the literature related to the study is organized below This review will first discuss about concepts relevant to personal characteristics of teachers and professional characteristics of teachers Afterwards, studies on teaching performance will be underscored Finally, a research paradigm will show the interaction of variables in the studypresentedthrough a diagram

Personal Characteristics of Teachers

Personal characteristics are the particular combination of emotional, attitudinal, and

behavioral response patterns of an individual Different personality theorists present their own definitions of the word based on their theoretical positions

The teacher is the organizer and controller of the classrooms He builds future citizens of the country As he molds the students, so the country will be molded From this point of view, a lot of responsibilities lie with the teacher to execute in his day to day activities But teachers must be properly equipped to deal with students They should develop necessary knowledge, skill, abilities and attitude to perform their duties effectively

More than just a wealth of information is required to be an effective teacher The

task of the teacher is to teach students, not solely to convey information Therefore, the

value of teachers and the educationthey offer becomes manifest in their ability to connect with students on a personal level This is why factors of personality of the teacher such as

physical, mental, emotional, and social characteristics are taken into consideration in this study

Physical Aspects

Sex, strength, beauty, and ugliness contribute to personality for they suggest social standards and attitudes as explained by Sanchez (1998) She further stated that grace or

awkwardness of movement, sturdiness of hearing, the sharp or velvet voice, grooming, the

ready smile and the gift of silence are items that enter into the total composition of someone’s personality

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regarded as a non-important matter in teaching, Hamermesh’s study proved how students may be slanted in assessing their teacher’s performance because they also take notice of the teacher’s looks as determiner of being given a good or bad rating

Lardizabal, Bustos, Bucu, and Tangco (1991) revealed a similar finding regarding teachers’ personal characteristics rated highly by the students They disclosed that pleasing personal appearance, manner, courtesy, and pleasant voice ranked first as characteristics expected of a teacher

Barr (1958 cited in Orstein, 1990) recognizes “attractiveness” of the teacher as one of the characteristics important for successful teaching To measure the teacher’s attractiveness, his/her dress, physique, freedom from physical defects, personal magnetism,

neatness, cleanliness, posture, personal charm, and appearance should be taken into

account

The earlier statements were supported by Aquino (2003) when he mentioned that good grooming and poise contribute to becoming a superior teacher “A tasteful appearance accompanied by grace of manner can be important assets in the classroom” (p 443) He pointed out that this does not only apply to female teachers, but also to the males However, he argued that good grooming does not equate to expensive wardrobe He explained that the clothes teachers wear can be anything that suit their personality

In this regard, Clavo (2005) cited seven grooming checklist to serve as guide in determining whether a person’s physical characteristics fit social expectations

1 Appearance — when you look good, you feel good Make sure you look groomed and neat If you were a book, would someone want to read more?

2 Clothes and Accessories — should be conservative and neutral than wild and loud Your clothes are your packaging and should not take attention away from the product

3 Non-verbal communication — it sometimes conveys a stronger message than verbal communication When you slouch, whether sitting or standing, you’re saying volumes about you and your confidence level

4 Eye contact and smiles — it can indicate a confident upbeat attitude This is a good opportunity to demonstrate your social and interpersonal skills

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6 Voice and volume of speech — it conveys a strong impression A firm voice will show confidence

7 Vocabulary — it reveals your communication skills and ability to interact with people The words you choose will say something about you, as well as your knowledge

The preceding statements suggest how good grooming on the part of the teacher can say a lot about his/her performance as perceived by students It is thus imperative for teachers to maintain general physical well-being inside and outside of the classroom

Mental Aspects

Among other things, the teacher’s mental capacity to teach the subject he/she is teaching is perhaps the characteristic that should be most basic of the teacher As such, he/she should be able to manage the cognitive demands of the curriculum and the learning needs of the students This is why Lardizabal, et al (1991) noted that before a teacher becomes one, he/she must undergo several years of pre-service training to master his/her subject matter, be adept with professional education, and revitalize his/her understanding of basic knowledge They further explained:

In the subject matter education courses, the prospective teacher masters the field or fields of knowledge which he chooses to teach In the general education courses, he studies different areas of knowledge outside his special subject field He gets a broader outlook of his specialized field In the professional education courses, the prospective teacher gets to know and understand the educational and physiological bases of the teaching-learning process as well as the methods and techniques of teaching (p 9)

As such, his/her overall capacity as a teacher is honed during the pre-service training His/her mental capacity as a teacher, as noted by Clavo (2005), will be determined by the way he/she talks, the range of ideas he/she expresses, and the things he/she talks about, as well as his/her mental alertness

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University of Toledo, cited by Ornstein (1990), listed mental aspects as a personal characteristics of the teacher in their competency indicators under instructional strategies They pointed out that demonstration of problem solving skills, evidence of transition and sequence of instruction, and evidence of knowledge in the subject area are contributory to evaluating teacher’s desirable characteristics in terms of the mental aspect

Emotional Aspect

Teaching is a profession that not only requires overall mental and physical well- being As teachers deal with students and other stakeholders in the community, they are similarly expected to possess positive emotional health that is essential in confronting everyday challenges that goes with it

This fact is echoed in Hargreaves’ (1998) paper on the emotional practice of teaching He pointed out that good teaching demands positive emotion “It is not just a matter of knowing one’s subject, being efficient, having the correct competences, or learning all the right techniques Good teachers are emotional, passionate beings who connect with their students and fill their work and their classes with pleasure, creativity, challenge

and joy” (p 835)

Hargreaves further noted four points relating to the teacher’s relationship with his/her students They are as follows:

1 Teaching is an emotional practice

2 Teaching and learning involve emotional understanding 3 Teaching is a form of emotional labor

4 Teachers’ emotions are inseparable from their moral purposes and their ability to achieve those purpose

Darling-Hammond, Orcutt, Strobel, Kirch, Lit, and Martin (n.d.) explained how

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Moreover, Darling-Hammond, et al discussed how emotional state can influence students: Our emotional state has the potential to influence our thinking Emotions can interfere with students’ learning in several ways; including 1) limiting the capacity to balance emotional issues with schoolwork, 2) creating anxiety specifically about schoolwork, and 3) triggering emotional responses to classroom events (p 90)

The preceding points significantly explain how much emotional well-being is integral to the teaching profession As such, assessment of effective teaching must likewise involve the emotional aspect

Social Aspects

Aside from the points raised in the earlier paragraphs, there is one more aspect that shape an ideal teacher — i.e — social aspect Teachers deal with students, colleagues, parents and some members of the community It is not surprising that research on teaching socialization has paid considerable attention to influences on teacher learning that come before any formal program of teacher education The social aspects of teaching isan interactive process that happens among students and other stakeholders One consequence

of viewing teacher socialization as an interactive process, however, is that teachers

influence and shape the structures into which they are being socialized at the same time that they are being shaped by a variety of forces at many levels (Zeichner and Gore, n.d.)

In his regard, Lardizabal, et al (p 7) enumerated personal and socialcompetencies that are essential for teachers to possess:

1 Observes the Teacher’s code of ethics and other pertinent rules and regulations of the school service

2 Sets the example in moral and ethical behavior to pupils, peers and the community

3 Shows honesty and integrity in all his activities 3 Shows honesty and integrity in all his activities

4 Accepts and performs leadership roles competently in the school and in the community

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6 Shows evidence of professional and cultural growth

7 Gets along well with pupils, the school staff, and the community without compromising rules of propriety

8 Participates actively in cultural, professional, and other community organization activities

9 Shows evidence of professional and cultural growth 10 Shows evidence of mental health and stability 11 Shows evidence of sound physical health

12 Shows creativity and resourcefulness in his performance 13, Prepares and submits neat and accurate reports on time

14 Observes official time and is ready to serve beyond the call of duty when the need arises

15 Uses free time wisely Professional Characteristics

Equally important with the personal characteristics of teachers is their professional characteristics Effectiveness in teaching is generally assessed through their instructional competence which is considered inherent in the profession Lardizabal et al., maintained that “in the Philippines, classroom teachers are rated by their supervisors to help them improve on their teaching performance” (p 6) Such areas include teaching skills, guidance skills, management skills, and evaluation skills

Teaching skills

In the case of teaching skills, Charles County Public Schools [CCPS] (2013) in the United States evaluate teaching skills of teachers in their country through three criteria: (1) selection and organization of subject matter; (2) motivation; and (3) lesson development and implementation

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skills are developed; establish relationships between content areas; and promote parental understanding and cooperation

In terms of motivation, the teacher is expected to develop student interest in learning; use appropriate problem solving strategies to develop higher level thinking skills; clearly communicate common goals to students; demonstrate sensitivity to the academic and social needs of students; and promote student interest and participation in extra- curricular activities

When it comes to lesson development and implementation, CCPSrequires teachers to appropriately allocate time, energy and resources; use teacher and student experiences for the enrichment of content; organize daily plans as a part of a larger unit; adapt instruction to unexpected situations; simulate student learning through varied questioning techniques; treat student responses appropriately; comply with system policy regarding nature and use of assignments; direct supervised study; use a variety of effective and

realistic forms of student assessment and evaluation; adapt lessons based on immediate

analysis of student responses; and develop instructional approaches to improve student test taking skills

Meanwhile, Lardizabal at al identified the following statements in assessing the teaching skills of teachers

1 Identifies specific needs, interests, and capacities of individual pupils and provides adequately for these

2 Analyzes and identifies specific learning tasks 3 Shows evidence of mastery of subject matter

4 Provides varied learning experiences for the development of communication, for work, and for interpretative and other basic skills involved in the learning tasks

5 Selects, prepares, and utilizes instructional materials and aids effectively in achieving teaching goals

6 Selects appropriate available community resources and uses these effectively in the teaching-learning process

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8 Creates and tries out appropriate strategies and materials that meet the peculiar needs and problems of children

9 Communicates ideas effectively in Filipino 10 Communicates ideas effectively in English Guidance Skills

Every teacher is a guidance counselor Another inherent role every teacher is expected to perform is providing valuable feedback to students especially when it comes to discipline and behavior “Every educator must realize his responsibility as a Guidance Counselor by right, commission and function Guidance is an integral part of being a teacher, a guardian and custodian charged with the overseer of a classroom full of educable minds” (Batara, 1995: 1)

The need for teachers to perform their guidance duties in schools is echoed in the statement that follows:

Students today are very much different from the students we had before They are difficult to handle They have no more respect for authority and many times, they disregard rules and regulations This is a dangerous signal that should not be taken lightly The low academic achievement of students in school is related to breakdown of discipline How could you teach, how can you accomplish your activities in class when there is no discipline? The absence of discipline is an obstacle to quality learning (Jimenez, 2010: par 3)

This is why Lardizabal at al indicated statements that could better assess the guidance skills of teachers

1 Shows interest in pupil’s problems and needs and helps meet them

2 Provides for the maximum involvement of pupils in the learning activities 3 Stimulates and compliments pupils to elicit positive and active interaction 4 Functions effectively as a member of the learning group

5 Helps pupils develop self-discipline in and through the learning process Management Skills

Another significant skill expected from a teacher is classroom management skill Prior to any form of teaching activity, the teacher must routinely perform activities that invite order in class and eventually motivate learners to study and interact in classroom discussion

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management skills which are explained below as they appear in their website 1 Hope is not a classroom management strategy

If we’re honest with ourselves, Hollywood creations like Dead Poet’s Society’s John Keating (Robin Williams) have probably helped construct the ways in which we conceive of the ideal teacher Keating, a self-depreciating freedom fighter capable of liquefying any tin heart he touches, set the bar—and, boy, is it a tall one

Sure, Keating had his problems, but we don’t recall any of his students kicking or swearing at him So let’s just set the ideal classroom aside and work with what we’ve got Resistant students are going to be a part of our lives so why not simply embrace them? We can’t rely on hope alone to transform our classrooms, so why not start planning for a good challenge (just like we prepare our lesson plans) before the challenge arrives?

2 Make collaboration and mentoring a part of the culture

A semi-recent study (2007) found that beginning teachers often work 10 to 12-hour days creating lesson plans, grading, attending meetings and other extracurricular school events This doesn’t even take into account the preparation and grading that happens on the weekends Why 10-12 hour days? There are a number of explanations, but here’s something to ask yourself: Does our school support collaboration, mentoring and teacher development?

The most effective teacher leaders are often those who work in schools that support team work and collaboration among colleagues When principals put an emphasis on teamwork, foster continuing education, provide curriculum building workshops, etc., teachers are more likely to grow, relax and collaborate

3 Role play or practice classroom management strategies

Teachers may intend to react to a disruptive student in a well-measured way, but that can go out the window in an instant It’s one thing to read about classroom management in a book and another to experience misbehavior or disruption firsthand We improve through practice and mimicry Why not have teachers role play hypothetical classroom management experiences with a mentor or colleague?

4 Save your energy and let technology do the talking for you

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e Quietly walk over to the light switch and flick them on and off

e Walk over to your computer, click on your Spotify app and slowly turn up the

volume on, oh, how about Chopin’s “Nocturne for Piano, No 8 in D flat Major.” This will

silence them

e Pull out an object that is associated with the lesson, hold it up and start looking at it Ask your students to tell you what they see; then ask them why you brought it

5 Know when enough is enough

So you’ve verbalized and modeled clear expectations; you tried being assertive rather than antagonistic; you spoke with the student after class like we suggested in a recent classroom management blog? It didn’t work? When all else fails, swallow your pride and kindly ask the student to sit outside of the room or head to the office As Mike Anderson suggests, we need to debunk the myth that “good teachers should be able to handle student meltdowns by themselves.” This simply isn’t true

Having mentioned these, Lardizabal et al offered five statements that could be used

by supervisors in evaluating teaching performance with respect to management skills They include:

1 Prepares adequately for the day’s learning activities 2 Starts learning activities promptly

3 Provides a permissive and stimulating atmosphere that encourages pupils to raise questions and suggest alternative solutions to problems

4 Administers tests effectively and returns corrected papers and other pupil’s work promptly

5 Achieves teaching objectives to the optimum degree possible for the particular subject, lesson, or activity within a reasonable period of time

Evaluation skills

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1 Pupil scores on standardized tests;

2 Notes made following two or three classroom visits; and

3 The completion of a judgmental checklist of behaviors not related to pupil

outcomes

OECD (2013) argues that effective teacher evaluation can also help schools to

become sensitive to individual talent, performance and motivation In order to do so, it

suggested a standardization of evaluation procedures from the national to local level in consideration of international standards

1 Design a coherent framework for evaluation and accountability with the student at the center

2 Include a balance of components, such as measures of student outcomes,

system-level indicators with basic demographic, administrative and contextual information, and research and analysis to inform planning, intervention and policy development

3 Promote national consistency while allowing for local diversity Engage the non-public sector

Fill the gaps to achieve a balanced framework for evaluation and accountability

Give a role to independent evaluation agencies 4

5

6 Establish connections between different components of the framework 7

8 Prioritize and sustain efforts to improve the capacity for evaluation 9 Engage and respect the professionalism of stakeholders

10 Emphasize the improvement function of evaluation and assessment and links to the classroom

11 Maintain sound knowledge management

12 Clearly communicate the purpose and results of the evaluation

In connection to this, Lardizabalet al indicated statements that could better assess

the guidance skills of teachers

1 Uses specific criteria for the accurate evaluation of individual performance

2 Selects, evolves, and utilizes criterion-referenced tests

3 Analyzes and interprets evaluation result skillfully

4 Utilizes evaluation results as a basis for improving instruction

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individuals to possess different skills that are regarded as inherent in the profession Disregarding even one of such skills can spell a large difference not just for the school, but more importantly for the students Hence, school administrators should always be on guard and ensure that skills which may collectively be regarded as their weakness should be strengthened on the in-service teachers through enhancement programsthat administrators may develop as informed by research

Teaching Performance

Teacher’s performance in teaching has been a widely popular research area among educators and scholars It is a common belief among educators that the skills that teachers possess tell a lot about how much intellectual development a child may receive under his/her tutelage The succeeding paragraphs summarize notable studies related to teacher performance evaluation in hope of aiding essential explanations on possible findings in this study

Capitalizing on the notion that teacher quality is the most important variable in increasing student achievement,Schacter (n.d.) reviewed notable research on teacher quality and proposed a possible action school administrators can take based on his findings He noted that because other measures of teacher quality have had little to no effect on student achievement or ratings of teachers’ classroom teaching, measuring teacher performance provides a promising and practical solution Measures of teacher performance, he continued, must be both comprehensive enough to capture the essence of good teaching, and also provide for student achievement accountability metrics the public can readily understand

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Investigating whether teacher evaluation can improve teaching, Taylor and Tyler (2012) studied practice-based assessment, an approach to teacher evaluation that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators They discovered that greater teacher performance as measured by student achievement gains in years strongly suggest that teachers develop skills or otherwise change their behavior in a lasting manner as a result of undergoing subjective performance evaluation The results of their study provide evidence that subjective evaluation can improve employee performance, even after the evaluation period ends They finally pointed out that if done well, performance evaluation can be an effective form of teacher professional development

Figlio andKenny (2007) systematically documented the relationship between individual teacher performance incentives and student achievement using the United States data They found that test scores are higher in schools that offer individual financial incentives for good performance Moreover, they said that the estimated relationship between the presence of merit pay in teacher compensation and student test scores is strongest in schools that may have the least parental oversight They finalized that the association between teacher incentives and student performance could be due to better schools adopting teacher incentives or to teacher incentives eliciting more effort from teachers

Sass, T R.& Harris, D (2012) examined the measurement and prediction of worker

productivity using a sample of teachers and school principals We find that principals’ evaluations are positively associated with teachers’ estimated contributions to students’ test scores (value-added), and are better predictors of teacher value-added than are teacher credentials Principals’ assessments of teachers’ cognitive and non-cognitive skills are strongly associated with principals’ overall teacher evaluations and to a lesser extent with teacher value-added While past teacher value-added predicts future value-added, principals’ subjective ratings can provide additional information, particularly when prior value-added measures are based on a single year of teacher performance

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teacher performance to determine employment eligibility (or compensation) Such evidence showed that VAM measures of teacher effectiveness are stable enough that early career estimates of teacher effectiveness predict student achievement at least three years

later, and do so far better than observable teacher characteristics This finding lends

credence to the notion that these implicit measures of teacher quality are a reasonable metric to use as a factor in making substantive personnel decisions

Studies on teacher performance have been relatively extensive in different countries, particularly in the United States In many third world countries, such studies have been given little attention due to other priority needs such as facilities, qualified teachers and personnel and many others However, as studies previously highlighted in this chapter show, a comprehensive and reliable evaluation measures on teacher performance may create a large difference in the teaching and learning process Hence, this study will attempt to address such need by correlating teacher characteristics and actual teaching performance at Thai Nguyen University The result will be further used in designing an enhancement program to strengthen teaching performance in the University and eventually students’ learning in the long run

Conceptual Framework

The idea of quality education to be mainly attributed to the performance of teachers has been widely acknowledged by various researchers and scholars in the field of pedagogyas proven by the wealth of literature in the area This is why careful attention has always been given to evaluation of teacher’s performance in Colleges and Universities to see whether they meet the expected competencies for them to successfully produce graduates who can comply with the demands in the workplace.Different aspects of teacher evaluation criteria have been set by scholars in the field whose works are cited in this study Such scholars and researchers emphasize the personal and_ professional characteristics of teachers as determiners of teaching competence This is why the two general concepts along with their specific characteristic areas have been considered for this study to arrive at the evaluation of the competencies of the teachers (see Fig 1)

However, despite this, low rating in teacher evaluation sometimes result in the teacher being dismissed from work In certain institutions, they do evaluate their teachers,

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this, some educational institution view personal and professional development as a personal responsibility of the teacher In practical sense, personal and professional development of teachers should be a shared responsibility of the school administration and the teacher themselves.This notion particularly calls for a follow-up enhancement program for the teachers to address certain problems and in turn genuinely deliver quality education in Universities such as the Thai Nguyen University

Thus, as basis for possible programs for teacher development at Thai Nguyen University, their characteristics and teaching performance that can be derived through this study could serve as gauges in drafting a program that is more relevant to the teachers’ personal and professional needs In the long run, when the program is fully implemented and continuously applied, there canbe greater confidence in seeing growth not only on the part of the teacher, but also among the students in general Research Paradigm Independent variables Dependent variable Demographic Profile Personal characteristics: Teachers’ performance 1 Physical; 1 Commitment;

2 Mental; 2 Knowledge of the subject;

a Emotronals 3 Teaching for Independent 4 Social; => Learning; Professional characteristics: a 1 Teaching skills; 2 Guidance skills; 3 Management skills; 4 4 Management of Learning Evaluation skills

Fig.1 Variables in the study on corrVlates of teachers’ performance,

ENHANCEMENT PROGRAM ATTHAINGUYEN UNIVERSITY

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program at Thai Nguyen University The independent variables in the study include demographic profile, personal and professional characteristics of teachers at TNU derived through a survey Under personal characteristics, physical, mental, emotional, and social aspects will be underscored Under professional characteristics, teaching skills, guidance

skills, management skills, and evaluation skills will be taken into account Results of such

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Chapter II METHODOLOGY

This chapter deals with the locale of the study, research design, population and sampling, date gathering procedures, and statistical treatment used in the study

Locale of the Study

This study was conducted in four (04) units of Thai Nguyen University (TNU) at Thai Nguyen province in Vietnam (see Fig 2).The colleges include Thai Nguyen University Of Technology, Thai Nguyen University Of Education, Thai Nguyen University Of Medicine And Pharmacy, Thai Nguyen University Of Agriculture And Forestry

Thai Ne

\Prdvingene Hy

ae

Fig 2.Location of respondent colleges in TNU, Thai Nguyen City, Thai Nguyen Province, Viet Nam Research Design

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which different variables are related to each other in the population of interest They quoted Fox (2004) stating that the critical distinguishing characteristics are the effort to estimate a relationship, as distinguished from simple description This study was conducted to correlate research factors namely: Personal characteristics and Professional characteristics of teacher to teaching performance

Population and Sampling

Teachers and students of colleges at TNU served as the population of this study The sample of the study consisted of 145 teachers and 728 students of ten (04) colleges at TNU who were randomly selected Table 1 indicates the number of respondents taken from the colleges of TNU that became part of this study Table 1 Respondents’ frequency distribution by colleges Number of respondents No TNU Teachers Students 1 College of Technology 40 227 2 College of Education 40 252

3 College of Medicine and Pharmacy 32 121

4 Agriculture and Forestry 33 128

Total 145 728

Instrumentation

In this study, the researcher used questionnaires to gather data The self-constructed questionnaire was composed of items that pertain to teachers’ performance as to commitment, knowledge of the subject, teaching for independent learning, and management of learning among demographic profile of the respondents as to age, gender, civil status, educational attainment, and position, factors that affect teachers’ performance

as to personal characteristics (physical, mental, emotional, social), and professional

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Sets of questionnaire were administered to the respondents They were asked to supply the demographic information first before putting a check on the response scale that correspond to their choice

Data Gathering Procedure

The study was first proposed to a panel of experts in educational management from Southern Luzon State University and Thai Nguyen University, which was eventually approved with minor revisions After thorough reading of pertinent information on the topic of concern, the researcher constructed a questionnaire The questionnaire was validated by the adviser and was further validated by three experts from Southern Luzon State University and Thai Nguyen University

Upon approval of the questionnaire, it was administered to groups of lecturers during their lecture times All staff members in the Scientific Research Management Department of the college assisted in administering the questionnaires to different groups of lecturers Prior to answering the questionnaire, lecturers were briefed to ensure that the questionnaires were filled out correctly Questionnaires were collected immediately after completion Group administration of the questionnaire also helped to save data collection costs Lecturers were also allowed not to include a name on the survey

Afterwards, the questionnaire was administered to groups of students during their learning times All staff members in the Student Affair Department of the college assisted in administering the questionnaires to different groups of students Instructions were given to the students to ensure that the questionnaires were filled in correctly Questionnaires were collected immediately after completion Group administration of the questionnaire also helped to save data collection costs Thestudents were also not required to include a name on the survey

Statistical Treatment

To answer the problems in this study, the following statistical tools were applied on the data collected

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N = Number of respondents f = frequency

Chi-square test, for determining the significant relationship of teachers’ performance in terms of teachers’ characteristics and professional The formula is: ; «(0-E} x?:=y ` —= 3? Where: X2 =chi-square value O_ =observed frequencies E_ =expected frequencies

The researcher used the rating scale below and its descriptive ratings for the questionnaire used in the survey:

Scale Range Scale Descriptive Rating

4 3.26 — 4.00 Strongly Agree (SA) 3 2.51 — 3.25 Agree (A) 2 1.76 — 2.50 Disagree (D) 1 1.00 — 1.75 Strongly Disagree (SD) Similarly, the following descriptive interpretation aided the researcher in assessing teacher’s performance Scale | Descriptive Rating Qualitative Description

Outstanding The performance almost always exceeds the job requirements The faculty is an exceptional role model - The performance meets and often exceeds the job 4 Very Satisfactory requirements

Satisfactory The performance meets job requirements The faculty is

: an exceptional role model

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According to Le (2007), the size of coefficient was interpreted as follows: The correlation coefficient R is used to measure the degree of the relationship between two variables R squares, which indicates the correlations between each independent variable and a dependent variable, was employed to show how well a dependent variable was explained by an independent variable R=0 R<0.3 0.3<R<0.5 0.5<R<0.7 0.7<R<0.9 0.9<R R’<0.1 0.1 <R*< 0.5 0.25< R”<0.5 0.5<R<0.8 0.8< R? no correlation small or weak correlation medium correlation

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Chapter IV

RESULTS AND DISCUSSION

This chapter includes the different tables which present the data of the findings in this study with their respective interpretation The data were analyzed and interpreted, so that conclusions and recommendations could be drawn from the study Table 2 Frequency and percentage distribution of the respondents as to school Colleges Frequency | Percentage | Frequency | Percentage Teachers Students The College of Agriculture 33 22.8 128 17.6 and Forestry

The College of Education 40 27.6 227 31.2

The College of Engineering 40 27.6 252 34.6 and Technology The College of Medicine and 32 22.1 121 16.6 Pharmacy Total 145 100.0 728 100.0

Table 2 showed the frequency and percentage distribution of the respondents as to school The number of teachers of the college of Education was 40 (27.6%), equal to the number of teachers at the college of Engineering and Technology Agriculture and Forestry The number of teachers at the college of Agriculture and Forestry was 33, accounting for 22% and the teachers at the college of Medicine and Pharmacy are 32, taking up 22.1%

Aside from this, the number of students- respondents was 728, in which the students at the