Interfaculty Differences in Classroom Teaching Behaviors and their Relationship to Teachers' Teaching Performance

Abstract

INTRODUCTION

Teachers are considered as the greatest assets of any educational system. They stand in the interface of the transmission of knowledge, skills, and values. Therefore, a teacher's quality is crucial and has been globally accepted to be significantly associated with the quality of education in general and students' learning outcome in particular.

METHODS

The descriptive method of research was applied in the study utilizing a questionnaire in gathering data to determine the interfaculty differences in classroom teaching behaviors and their relationship to teachers' teaching performance. The questionnaire was constructed by the researcher and revised after validation. A total of 112 respondents were used, comprised of all 16 teachers and 96 Grade 10 students who were enrolled in the school. After retrieval of questionnaires, the results were tallied categorized and analyzed statistically. Weighted mean, ranking, Pearson r, and t-test were the statistical tools used for the analysis and interpretation of the data gathered.

RESULTS

Both teacher and student respondents perceived that the interfaculty differences in classroom teaching behavior such as rapport, interests, disclosure, interaction, speech clarity, and enthusiasm were manifested by the teacher to a great extent while mannerism was manifested only to a moderate extent. On the other hand, teachers were revealed to have performed the teacher's teaching tasks to a great extent in teaching knowledge, the setting of learning environment, role modeling, mentoring, assessing pupil's learning, managing students' behavior and community linkages. It was noted that there was a significant relationship between the interfaculty differences in classroom teaching behaviors and teachers' teaching performance as supported by a coefficient of correlation of 0.770. Meanwhile, there was no significant difference noted in the assessment of the two groups of respondents on the interfaculty differences in classroom teaching behavior and the teacher's task performance.

DISCUSSIONS

The results demonstrated the need for intervention activities to enhance the positive teaching behavior and the teaching performance of teachers. Since teachers' manifested behavior influenced students' academic performance, they must be encouraged to sustain such behaviors for the welfare of learners. Frequent classroom observation and utilization of enhanced positive teaching behavior should be strengthened to make the teaching-learning process successful.