Level of satisfaction in the teaching strategy of the selected practical research teachers: A Basic for teacher performance level

Abstract

The teachers, being the focal figure in education, must be competent and knowledgeable to impart knowledge to their students. Effective teaching is concerned with the student as a person and with his/her general development. The teacher must recognize individual differences among the students and adjust instructions that best suit the learners. When students are motivated, learning will easily take place. However, motivating students to learn requires a very challenging role on the part of the teacher. It requires a variety of teaching styles or techniques to capture students' interests. Above all, the teacher must possess adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation, and ideals. The student seemed naturally enthusiastic about learning, but many expect their teachers to inspire, challenge, or stimulate them. The study employed a descriptive research design to study the level of satisfaction in the teaching strategies of research teachers at Bestlink College of the Philippines (BCP). It includes the selected fifty (50) grade 12 Humanities and Social Science (HUMSS) students satisfied with the research teacher’s strategies in teaching. A sampling of the respondents and the use of questionnaires were applied in gathering data and information. Based on the results, the teaching strategies like a review, reporting, discussion, group work, and searching used by the teacher implies the highest satisfaction on the part of the HUMSS students of BCP. Based on the findings and analysis gathered, both male and female have the same level of frequency. The age of the respondents has no relationship with the teaching strategies of the research teachers. The reporting, discussion, cooperative learning, peer teaching, and discovery approach has a great effect on the teaching of the research teachers.