Teaching Styles of the Classroom Managers: Its Implications to Learning Instructions in Palakpak Elementary School

Abstract

INTRODUCTION

Quality education is the best way to achieve the development that everyone is looking for in the near future. A teacher’s teaching style affects pupils experience in school. It can provoke functional or non-functional perceptions of learning, self-efficacy, and school work, thus an appropriate teaching style can help prevent early school leaving. This study shall mention numerous teaching style which pupils and teachers may find most effective in terms of providing the best styles for easy learning.

METHODS

A descriptive method was used through a survey using researcher-made questionnaire and administration of questionnaire. The subjects of the study are composed of 8 female teachers from Palakpak Elementary School to assess their learning in teaching style of the classroom managers. The study conducted through data analysis. To analyze and interpret the data gathered, the researcher used the weighted mean, percentage and frequency distribution as statistical tool.

RESULTS

The results showed that the formal authority is the effective teaching styles with 3.84 composite mean, verbally interpreted as extremely agree and ranked first in the distribution on the ranks. Meaning, through formal authority, the students learned better. Expert teaching style ranked second with the composite mean of 3.70 interpreted as extremely agree. This means that expert teaching style is extremely effective in the leaning instructions. Meanwhile, results showed that the facilitator gained a composite mean of 3.62 or ranked third and verbally interpreted as extremely agree. On the other hand, the delegator which gained a composite mean of 3.60 or ranked fourth with verbally interpreted as extremely agree was not significantly effective teaching style. Personal model, ranked fifth with a composite mean of 3.59 interpreted as extremely agree. This means that personal model has no significantly effective in teaching style. The result had shown that effective teaching styles was the formal authority. Thus, quality learning depend on this teaching style.

DISCUSSIONS

The results shows that though expert style prevail among the five preferential teaching style, learners were still diverse on what kind of teaching style they would be comfortable with based on the mean gains scores they posted. Learners were become engaging and dynamic in their respective classes. Their behavioral and academic performance improved significantly based on quarter examination and behavioral monitoring notebook.