Trust-Mistrust Relationship of Pupils to Teachers as A Factor in Eliciting Maximum Pupil Participation: Basis in Crafting A Program for Teachers' Personality and Professional Development

Abstract

INTRODUCTION

Classroom participation plays a vital role in the success of the teaching and learning process. K to 12 Curriculum emphasizes the need to provide meaningful activities for the pupil; however, some tend to misbehave even if teachers are firm in classroom discipline. The researchers attribute such misbehaviors to the feeling of trust or mistrust of pupils to teachers. The effect of this trust-mistrust relationship of pupils to teachers as a factor in eliciting maximum classroom participation is the basis for crafting a program for teacher's personality and professional development.

METHODS

This study utilized the quantitative descriptive design administered to 10 selected teachers and 52 randomly picked pupils of KCESII. The results were gathered from classroom observations for teachers then survey questionnaires and focus group discussions for pupils. The FGD was analyzed to decode the meaning and to determine emergent themes. Triangulation was done to compare all the gathered data.

RESULTS

The results of the classroom observation showed that teachers can manage the class well because they facilitate effective teaching-learning process. They provide healthy teacher-student relationship. The answers of the pupils showed that they prefer a teacher who has mastery in subject matter and possesses pleasing personality. However, they have shared that the tendency to shout and inflict pain to pupils are practiced by some of their teachers making them feel nervous. This shows that the reaction of the teacher in eliciting classroom participation has an impact on the feelings of the pupils during discussion. When asked to rate how much they trust their teachers with 10 being the highest, 26 of the respondents chose 10 to describe the extent of their trust to their teachers. The results suggest that the respondents feel safe around their teachers despite the negative experiences.

DISCUSSIONS

Triangulation was made to validate data and avoid biases. In the FGD, the pupils emphasized understanding the reasons why they are scolded in class. Respondents still trust their teachers despite identified negative traits. It can be recommended that support services like personality/professional training-workshops for teachers. As an action, the researchers crafted a program coined as "Teachers: IDOLO (Involved in Developing Outstanding Learning Outcomes)" to develop the personality and professional traits of the teachers.